Stage Three
Linking symbols
Last updated
Copyright 2023 Ace Centre
Linking symbols
Last updated
Stage Three is all about promoting the linking of symbols. These combinations are not grammatically correct, and do not need to be. Stage Three is about linking ideas to enrich communication.
The learner is beginning to link two ideas using symbols or a symbol in combination with another communication strategy (gesture, vocalisation, etc). Communication still tends to be in the ‘here and now’ rather than being about things that have happened or are going to happen.
Pages at Stage Three have space for twenty-three symbols (the twenty-fourth is always allocated to the Menu / Core symbol). To access the increased number of symbols on the pages, two more coloured dots have been added and the borders of the symbols have been coloured accordingly. Introduce the extra colours to the learner and begin to model by using them yourself to show them how it is done.
As the learner moves to using more symbols on a page, allow extra time for them to look through what’s available. As at Stage Two, if you are finding it harder to read their eye pointing due to the increased number of options on a page, don’t worry. If you need to, go back to placing the book directly between you and the learner. You can always fall back on the listener mediated scanning approach to help you identify what the learner is looking at.
VIDEO: This video (also shown at Stages One and Two) demonstrates how listener mediated scanning can work on an encoded page.
As the learner begins to link symbols, you may find that you need help distinguishing between the learner searching the page for a symbol and making a selection, particularly if their eye pointing is starting to increase in speed. Lifting the pressure on communication involving eye pointing remains important so this needs to be managed without the learner being asked lots of questions about whether they are choosing a symbol or not.
One strategy that can help is to introduce a choosing look. The learner looks at the page of symbols. Before they make a selection, they make eye contact with their communication partner to signal that they are ready. They then look at the symbol they wish to communicate. This removes the doubt that can creep in as to whether someone is just looking or is in fact selecting a symbol.
You can model this choosing look strategy too. As you search on the page for a symbol you could tell the learner that, “I’m finding the symbol”. When you’ve found it, you could say something like “I’m ready - I’m looking at you!”. Then look at and point to the symbol you want and say something like, “Now I’m choosing” and speak the name of the symbol.
VIDEO: This video illustrates the choosing look strategy. Note that the book is not in an optimum position for Claire if she was using it for communication purposes - this is just a demonstration of the strategy.
Up until now, the full core vocabulary has been displayed to the left of the topic vocabulary. At Stage Three, we now need more core vocabulary. Twelve core vocabulary symbols are still visible, but the rest of the Stage Three core vocabulary is hidden by the topic pages. A symbol in the top right corner of each topic page (Menu / Core) is used to request the hidden core vocabulary.
Depending on where you are in the book you may find it easier to turn to the hidden vocabulary or to use the separate duplicate page which is kept in a pocket in the back of the book. If using the latter, hold it in front of the topic page whilst the learner makes their selection then return it to the pocket. The loose page should speed things up as less page turns are required to link ideas. Ease of use is a key factor in encouraging the combination of core and topic vocabulary that is so important to language development.
VIDEO: This video shows how the loose page of core symbols can be used.
When the learner looks at the Menu / Core symbol in the top right of the page, you will need to establish which one they want. Offer both options and they can select which one they want by indicating ‘yes’. Don’t worry if you end up on the wrong page - they can choose go to core from the Menu page or Menu from the Core page to resolve this.
If using a shared Menu / Core symbol is causing confusion, you could separate these out onto two separate cells. You will need to make this change consistently on each topic page and it will result in each page having space for one less vocabulary symbol (twenty-two rather than twenty-three) on all pages.
The increased core vocabulary includes:
A full range of pronouns alongside I,me,my,mine: you,your(s), she,her(s), he,him,his, they,them,their(s), we,our(s) and it. Context will determine which is the appropriate meaning of each symbol. Having pronouns available gives many more opportunities to discuss who is doing what, possession and to ask questions e.g. “you want?”.
This,that gives flexibility by enabling you to talk about an object that you don’t have a symbol for.
A generic question symbol on the core page. You can use this flexibly and allow its meaning to be determined by the context e.g. while playing with a trainset (Page 3c trainset) you might ask “where is the station?” while pointing to question and station. Questions at this stage will tend to be about concrete things e.g. who is the person that has come into the room, what is an unfamiliar object in front of them, etc. It is likely that this symbol will be used by the communication partner more than by the learner.
As well as describing whether or not you like something, you can now discuss whether something is little or big and whether there is some of something or lots.
Wow! is a useful positive exclamation that can always be replaced with a concept that is more appropriate for the learner such as fantastic, OMG, etc. Oh no! is also included to facilitate the expression of concern or alarm.
Most learners will have their own clear ways of communicating ‘yes’ and ‘no’, but don’t know is an additional important concept that people may not already have a clear way of indicating.
Symbols first and then offer the opportunity to begin to make simple plans within an activity. At this stage these will probably be used in relation to the immediate context e.g. first add butter then add sugar during baking, rather than planning beyond the ‘here and now’.
There are also some additional verbs that are useful no matter what the context - help, look, have,has, do,does and can.
This new core vocabulary increases both the length and quality of what can be communicated. There are a lot of new concepts at Stage Three, so take your time with each one.
Modelling and adding to what the learner communicates will help the learner become familiar with the new core vocabulary. Another strategy that can help is to sum up what has happened during an activity or game. For example, “You played with dolly. First you washed dolly in the bath. Then dolly was tired. She went to bed.” This recapping is a great way of reinforcing the language used.
VIDEO: Tamsin and her mum have just been playing a game with safari animals and a train set. Mum sums up the activity, reinforcing the language that has been used along the way.
The Menu Page is also now duplicated on a separate page (with the core vocabulary on the other side) and can be requested using the Menu / Core symbol discussed above. When Menu is requested, it is up to you whether you turn to the Menu Page at the front of the book or pick up the loose page.
Using the separate page can speed up communication as less page turning is required to move between topic pages.
VIDEO: This video shows how the loose Menu Page can be used to speed up communication.
As you add more topic pages, remember to update both versions the Menu Pages accordingly. As at Stage Two, remember that the Menu Page provided is only an example. You will want to modify and adapt it to meet the learner’s needs and interests.
Another way you can help speed up communication is to include a quick link to a related topic page. For example, on Page 4a garden there is a quick link to Page 9 colour & shape as we often talk about the colour of plants and flowers. The quick link enables someone to go directly to that associated page without having to first select Menu. Such pages can also be accessed via the Menu Page. The quick link just speeds things up a little.
Moving between pages is important as it enables the learner to link more ideas in their communication.
VIDEO: Tamsin is linking symbols, making use of multiple pages in her communication book to share a story with a visitor. Her mum then models to show Tamsin how she could develop her story further. [Note Tamsin’s book is laid out a little differently than the approach we now use at Stage Three.]
The example Page 1 spelling now gives access to the full alphabet without requiring a page turn. It contains two useful symbols for those at an early stage of literacy – guess and first letter. Guess prompts the communication partner to start guessing what the learner might be spelling, while first letter communicates that they are telling you the first letter of the word.
Continue to make the book available, ensuring the learner has a means of requesting it. Ensure those in the learner’s environment understand how to use the book to communicate with them.
Familiarise yourself with the new core vocabulary and practise with it in familiar situations to gain confidence and fluency for when you model it.
Model the symbols in the book whenever you can but don’t insist that the learner uses them.
Continue to watch, comment as you model, wait expectantly and respond as you chat with the learner.
Create situations where the new vocabulary is particularly powerful. For example, you could decide together whether each family member gets a little or a big portion of cake.
Consider introducing the choosing look strategy.
Continue to develop topic pages (you may want to refer to the worksheet in Appendix Four). Remember to include plenty of action and describing symbols on the topic pages (the worksheet in Appendix Five can help with this). Be mindful of the position of symbols that you are repeating on pages – if you cannot keep the symbol in the same place on the page, aim to at least keep the colour of the border consistent.
It is incredibly easy to slip into doing this, but try to avoid ‘testing’ the learner during conversations by asking them to look at specific symbols just to demonstrate that they know them. It is off-putting and ultimately counterproductive.
Link symbols as you model while chatting (you might link two, three or even four depending on how your learner is getting on with linking symbols themselves). Try and incorporate some of the describing symbols like big and little to really enrich the learner’s language. For example, on Page 4a garden you could say, “Oh no! Look at the big weed.”
Watch the learner carefully to model use of the question symbol. For example, if the learner looks puzzled when a sibling leaves the room, respond to this by pointing to question and the sibling’s photograph while saying “you’re asking where _____ is going”. Remember to keep questions to the ‘here and now’ at this stage.
Continue to add to what the learner says by pointing to an additional symbol. For example, if they told you it is cold today, you could agree, “yes it is very cold today”.
At the end of an activity, sum up what happened.
Make use of the Menu / Core symbol as you model. It is helpful if you can talk aloud about the thought process. For example, “I want the chat page - Menu / Core. It’s Menu to choose a page.” For example, “I want to tell you about this - Menu / Core. I need Core. I like it.”
Model use of next page and go back symbols where used on topic pages.
Bring Page 1 Spelling into conversation and try and set up writing tasks or games.
To link symbols when communicating.
To link a good range of symbols from the Core Page with topic symbols.
To begin to use the Core / Menu symbol independently.
To begin to select pages from the Menu Page.
To watch the communication partner use Page 1 spelling and to use it themselves within structured activities.
Look2Talk Demonstration Pages contain example communication book pages that aim to bring to life the practices and principles described above. Click here to try interactive demonstration pages for Stage Three. To experience fuller functionality, download the interactive demonstration pages from Ace Centre's website here.
Ace Centre Learning offers training on Look2Talk at least twice a year. To join a mailing list to be alerted when a course becomes available please click here. NB: If you are bounced back to this eBook it means you have already joined the mailing list.
You can also check our website to see if Look2Talk courses are currently available and to see other training opportunities around communication partner skills, AAC and access methods in general by clicking here to visit Ace Centre Learning.
