The term levels of representation refers to degrees of symbolic representation from most concrete to most abstract. For example, to represent a coffee mug, one could show someone an actual coffee mug (most concrete), show them a picture of a coffee mug (less concrete), or say the words coffee mug (abstract). The ways we symbolize objects is an important consideration in education especially with children with communication disorders like autism.

Cued Speech Instruction

Consideration of the level of representation can also be important for Cued Speech instruction. There are advantages and disadvantages to various ways of representing how we cue words.

MOST CONCRETE

Modeling 

• Showing someone how to cue is the most concrete.  
• Cues appear in three dimensions and the
• viewer can move to see cues from various positions
• Provides information about the relationship of the hand to the body,
• Can show rhythm, prominence, and facial expression.  
• Complex movements of of the lips, teeth, tongue are available and synchronized with manual cues.
• useful information about the transitional movements that occur as the hand moves between cues is also available

Videotape  

Videotaping also allows the viewer to see the relationship of the hand to body

Photographs

Realistic Line Drawings-

Iconic Line Drawings (with outlines)-

Cuescript-

Cuenotation-

Speech or Signing

MOST ABSTRACT

It is important to note this hierarchy shows level of concreteness and not necessarily best practices for instruction. It is not meant to imply that more concrete is necessarily easier to learn. Often a multi-sensory, combination of representations may be preferred when teaching. For example, in addition to modelling (most concrete), the instructor may wish to provide spoken commentary (least concrete) to provide visual and auditory support to learners (e.g., "Notice how I'm changing handshapes as my hand is moving to the throat.")