developing and introducing communication books

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Developing and Introducing Communication BooksUpdated October 2000

Introduction

Many people with communication impairments can benefit from low-tech paper basedcommunication systems. These can range from a few pictures on a chart, to many symbols in acommunication book. These systems can be used alongside 'high tech' voice outputcommunication systems and can be used in situations when a 'high tech' aid would be at risk,such as when having a bath or when their use is impractical.

Suggestions for Communication Books

Business card folders - These can take the form of plastic pages, which can be put intoringbinders. The pages have pockets, which can be used to hold pictures and symbols. As ringbinders are used, it is easy to alter the layout of the book and insert new pages whereappropriate. Business card folders can be bought from business/office supply companies.

However, the pages of some business card folders, are fixed making it impossible to insert newpages where appropriate.

Filofax - These folders may be more acceptable to people who like the idea of carrying apersonal organiser. Plastic credit card holders can be bought for organisers and are ideal forholding pictures or symbols. However, these are expensive. Alternatively many people attachthe symbols to ordinary pages of a filofax system. Coloured dividers can be used to separatedifferent sections of the book.

Ringbinder folders - These folders come in a variety of sizes e.g. A4, A5. For each size plasticwallets are available. These are ideal, as they are easy to clean and are waterproof. As each

page is loose-leaf, it is easy to alter the layout of the book and insert new pages whereappropriate. Stiff paper/card can be inserted into the plastic wallets, making it easier for aperson with physical impairments to turn the pages. Adding category tabs to the edges of thepages can help the individual identify categories and locate individual pages.

Photograph Albums - These can be used for basic communication books, but they tend to befixed in the number of pages making them less flexible when developing a communication bookover time.

Resource Preparation

It can be useful for a school, centre or department to stock suitable resources such as ringbinder folders, plastic wallets and the picture/symbol material. This will allow staff to createbooks more easily with the user and to keep them updated to suit individual needs.

Many symbol systems are now available in electronic form allowing communication books to becreated using a computer. This saves time and produces a more professional lookingcommunication book.

ACE Centre NorthBroadbent Road. Watersheddings, Oldham, 0L1 4HU. Tel: 0161 627 1358, Fax: 0161 627 0363.

E-mail: [email protected]: www.ace-north.org.ukIf you reproduce this document, please include an acknowledgement to The ACE Centre - North.

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Developing a Communication Book

Symbols and/or Pictures - At the earliest level, photographs of real objects, familiar people andreal labels are useful. The user then, if appropriate should move onto symbols as each symbolcan relate to a more general situation. There is a range of communication symbol systemsavailable including Rebus, Makaton, Picture Communication Systems (PCS), Blissymbols

Introducing Symbols and Pictures - When introducing new symbols and pictures intosomeones communication book it is important to be sure that the user understands the meaningof the symbols or pictures, and can relate these to real objects and more general situations.They also should be able to relate a specific symbol to a more general meaning. For example,the symbol for 'cup' could also mean, "I want a drink".

Symbols should be introduced in a fun and motivating manner for example in a game of

pelmanism. However, all symbols should be introduced in context and be used in the user'severyday environment.

Organisation of the Book - A book divided into categories with an index page at the frontmakes finding individual symbols much easier. New categories could be added gradually to thebook and new symbols added to individual categories as the need arises. A combination ofpictures, symbols and words can be used. A word should be used along with the symbol orpicture at all times. This word should be placed above the symbol so that it can still be seenwhen someone is pointing to the symbol. There are a number of phrases, which may benecessary for a non-speaking user when talking to someone. These can be referred to as corevocabulary and would include phrases such as "I'll start again", "You've misunderstood me",

"Sounds like". In the organisation of a communication book, both groups of vocabulary shouldbe available to the user at all times. This would be possible if it was placed on a separate pageattached to the inside cover of the front of the book. The core vocabulary could then be flippedout whilst being able to see the rest of the book. Alternatively, the core vocabulary and wholephrases could be placed in the same location on each double page spread.

core

vocab



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Accessing

Users of communication books may be able to point to individual symbols accurately. However,it is important to consider the layout of the book e.g. number of symbols per page to ensure theusers access is effective.

If an individual is unable to point to individual symbols, it does not preclude the use of acommunication book. An alternative method of access could be for the listener to point to thesymbols and the user to make a selection using their "yes/no" responses.In this situation, the listener points to each category on the index page in turn, the user indicatesthe category required with a "yes". The listener can then point to each page in that categoryuntil the user confirms with a "yes". The listener then points to each column awaiting the user's"yes" and then each symbol in that column, until the user confirms with a "yes" the desiredsymbol. This method of selection is known as "listener mediated scanning".

For an individual with visual impairment, the use of 'listener mediated scanning' is a method ofaccessing a formal system of communication. The listener would read out the 'category' namesawaiting the user's "yes" and then would read out the sub-categories within that category andthen the items within the subcategory, the user has chosen, until the user gives a "yes" for thedesired word/message.

Listener mediated scanning is slow and laborious and shifts the responsibility from speaker tolistener. For an individual with the necessary cognitive abilities, visual skills and physical abilityit may be more appropriate to consider the use of encoding.

Encoding

This allows a significant number of messages to be accessed from one page by a doubleselection despite close proximity of the vocabulary. One example of encoding involves symbolsplaced in blocks containing four colours each of which responds to a colour block placed aroundthe edge of the page (see diagram below).

The user can then indicate a choice by pointing to the block first and, once confirmed by thepartner, pointing to the colour required which will indicate which symbol is required from thechosen block. This method can also be employed by individuals with good eye pointing skills.

colour

coding

Similar encoding methods can be designed using letters or numbers as the indicators.



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Using the Book

When using a book, or board successful communication can depend upon the user and listenerbeing in a suitable position to understand one another. Both listener and user should be able tosee the book clearly. The book should always be used alongside other methods ofcommunication. To help consolidate the use of a communication book, it may be necessary tocreate situations for its use. It could, for example, be used to convey messages between schooland home in place of the usual home/school diary. Whenever possible, the user should behelped to feel that he/she is giving real information and is able to use this communication systemto influence their life.

Useful References

- Introducing and Developing Choices (1998), The ACE Centre North

- Introduction to Picture Sets and Symbol Systems (1994), ACE Centre, Oxford.

- More than just words (1992), ACE Centre, Oxford

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- Symbols in Practice (1995), BECTA

- Low Tech Communication - Resource List (1998), The ACE Centre North

- Symbol Software (1993) Sally Millar & Janet Larcher; CALL Centre, ISBN 1 898042 12 8

- Communication without Speech (1998) Anne Warrick ISAAC

ISBN No 0 9684186 0 0 (available from Communication Matters)

- The Chailey Communication System (1995) Valerie Moffatt: CAC



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Useful Addresses

ACE Centre Advisory Trust BECTa92 Windmill Road Milburn Hill Road

Headington Science ParkOxford CoventryOX3 7DR CV4 7JJTel: 01865 763508 Tel: 01203 416669

The CALL Centre Communication Matters (CM)Faculty of Education c/o ACE Centre Advisory TrustThe University of Edinburgh (please see address above)Patersons Land for CM enquiries please ring:Holyrood Road 0870 606 5463EdinburghEH8 8AQTel: 0131 651 6235

CAC (Cambridge Adaptive Communication)The MountToftCambridgeCB3 7RLTel: 01223 264244



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