The original Look2Talk package was based upon experience gained from the Look2Talk Project, a two year project run by Ace Centre to support and learn from six children and their families who either used or were learning to use their eyes to access symbol communication. The guide was awarded the Sternberg Award for Clinical Innovation in 2008.

Each of the children involved in the project progressed in different ways and, along with their families, taught us so much. All of the children and their families were filmed regularly during the project and some clips from this filming are featured within this guide.

This edition of the Look2Talk package has been fully revised and updated, drawing upon the clinical experience of the full Ace Centre team.

While the Look2Talk Project focussed on the communication needs of children, many of the approaches identified are also relevant for adults with learning disabilities. This updated and revised approach includes a wider range of example topic pages to reflect this.

There is no ‘one’ way of creating a communication book, and everyone’s communication book will be highly personalised to them. This is simply an approach that you can follow as rigorously or as flexibly as suits you and the learner. The package contains a suggested core vocabulary and lots of demonstration pages to give a flavour of how the ideas can be put into practice for both children and adults.

The emphasis throughout this guide is on the communication partner – you are key to the success of a communication book. You will need to become a role model for supporting communication through symbols. But please don’t be daunted by this! Communicating by pointing to symbols as you talk is genuinely enjoyable and communicating with someone in this way is very rewarding.

This guide has been written to support the communication of people who find speech and movement difficult. When speech can’t be understood and using hands or a finger to point is difficult, eye pointing to photos, symbols or text can be a fast and effective way of communicating a wide range of messages.

Though we seldom think about it, we all make use of our eyes when communicating with others. We roll our eyes to express exasperation or amusement, point with our eyes to people or objects to draw others’ attention to them, and use them to express a wide range of emotions. This guide seeks to take this natural use of our eyes a step further to enable access to and use of a large visual language.

If someone needs to use symbols to support their face-to-face communication, the symbols will always be just one part of their communication repertoire. In a simple ‘sentence’ someone might use a mixture of facial expression, vocalisation, eye pointing, signing or gesture. For some, their communication book will be their main tool for communication, while for others it may be used alongside an electronic communication aid.

All learners, whatever their age and difficulties, can communicate. They’ll have worked extremely hard to develop this communication, however limited it may seem. It’s vital to respect and value these communication strategies. Act on them and praise them. Try to think of the symbols as adding to the learner’s current system. Have fun learning symbol communication and get started with stress-free situations.

In the excitement of developing a new communication book, don’t try and force the learner to use it themselves before they are ready. They need time to build up skills, experience and confidence. Keep responding to their individual communication, whatever form it might take. Have fun learning the symbols together, keep the book available and be patient.

Sometimes people worry that if a person is encouraged to use symbols to support their communication, this will hold back or stop their speech from developing. Please be reassured that this is not the case. In fact, quite the opposite can be true! It does no harm at all to develop language and communication skills with the support of symbols. These skills will provide the foundations for the use of speech should that develop in time.

When introducing a communication book with symbols to a learner you are effectively introducing a new language, a visual language. In the same way that it would be incredibly difficult to learn a new language if you never heard it spoken to you, it is almost impossible for someone to learn to use this visual language without ever seeing anyone else use it. In setting up a communication book, you are therefore committing to using this language yourself, and to encouraging its use by others. You need to show the learner how it’s done by pointing to the symbols in the book while you talk. We refer to this as modelling.

Learning a new language takes a lot of time and effort, and a visual language is no exception. Supplying a visual language is not a ‘quick fix’, but with support, guidance and enthusiasm, using symbols to support communication can make a real difference to someone’s ability to communicate effectively. There’s no right or wrong way to develop communication through eye pointing but following this guide will help you and the learner build a system of symbols and pictures, step by step, at a speed that suits you both. You can learn together in fun, relaxed activities where the learner can take control and you can learn the value of being the responder.

Note that this guide is about developing and supporting a communication book for people who can point to symbols using their eyes. The one caveat to this is that the encoding approach may also be useful for someone who is accessing symbols by pointing directly with a part of their body (e.g. a fist) but doesn’t have the dexterity to point to a large enough array of symbols to meet their language needs. While adaptations will be required to the resources to make them suitable for access in this way, many of the layout ideas, symbols, aims and objectives may still be useful.

For more information about what to do if pointing, including eye pointing, is difficult, see the free eBook Access to Symbol-Based Resources when Pointing is Difficult available from Ace Centre's website here.

If someone is able to point to symbols using a finger or other body part, the Ace Centre guide, Developing and Using a Communication Book would be a more appropriate starting point. See Ace Centre's website here for more information.

• A communication book is for chatting not testing. Avoid questions like, “Can you find the symbol for want?”. They reduce the learner’s genuine participation in conversation and decrease motivation. Instead, use the book yourself to comment on what is happening.

• Keep going, even if the learner is not using the book themselves. They need you to be consistent in showing them how it could be used. Learning a new language and feeling motivated to use it does not happen overnight. Stick with it!

• Don’t worry if the learner does not appear to be attending to the pages as you model symbols on them. Some will be making use of their peripheral vision or other strategies to follow what you are doing.

• For younger learners, try getting the communication book out at bedtime alongside other story books. Comment on the pictures and symbols as you leaf through it. This is a relaxed way to familiarise you both with the contents of the book.

• Ensure the learner has a way of asking for the book. That might be a symbol on a wheelchair tray, an ‘I’ve got something to say’ wrist band or even just keeping the book in an allocated place in each environment so that the learner can point to it with their eyes.

• As the learner begins to use the book, you may find it easier to read their eyes if you have the book between you. As you gain confidence, you may be able to place the book slightly to one side.

• Misunderstandings occur in all sorts of conversations even when symbols aren’t involved. However, it is inevitable that plenty will occur when learners are getting going with eye pointing. Don’t panic! Acknowledge that there is an issue – from Stage Two there is a problem symbol that you can point to as you do this. Try and view the misunderstanding as a learning opportunity. If you are really stuck you can always agree to come back to it later.

• Despite your best efforts, attention to even the most enjoyable activities may be fleeting, particularly in the early stages. That’s quite normal. Be ready to change the activity quickly.

• Keep your language positive. Communicating through symbols is harder than using speech and it is easy to become frustrated yourself – a symbol might be missing, or you might be struggling to remember what page it’s on. If that happens, try not to show your exasperation. Indeed, if you can, use it as an opportunity to demonstrate a strategy they could use in a similar situation. The book needs to seem valuable and desirable. Too much negativity can take its toll and contribute to learners switching off.

• There’s no rush to move through the stages. The best learning will take place with time, repetition and plenty of opportunity for the learner to see you communicating in this new way. While they don’t need to master every vocabulary item on every page, try and wait until they’re achieving the aims at each stage before moving on.

• Above all, have fun!

A person or people willing to be the learner’s communication partner

The communication partner needs to commit to pointing to symbols as they talk with the learner, and to embrace the strategies and aims outlined at each stage in the guide. Learning to communicate through a different medium can feel daunting at first. This is a normal reaction. Be brave, have a go, point to some symbols as you chat, make mistakes, and have fun. After all, that’s what learning is all about. On the plus side, it is easier than learning sign language or another spoken language, as you don’t need to remember the signs or words – all the symbols are labelled for you.

It’s a journey you will take together. As you become confident in symbol communication you will inspire others around the learner to have a go and find pleasure in communicating in this way.

Find fun and motivating activities

It works well to introduce eye pointing to symbols within fun and motivating activities. Ideally these activities will be ‘no fail’. In other words, activities which don’t have correct and incorrect outcomes. Examples might be blowing bubbles, looking at photos on a smartphone together or playing with a doll. Whatever the learner really enjoys.

Once you have all gained confidence in using this way of communicating, you can expand beyond the fun activities to developing a full and rich communication book.

Take a more relaxed approach

Communication partners can sometimes feel anxious about reading eye pointing. It can be hard to decipher, particularly when you are just getting started, and you may find yourself worrying about whether you have correctly understood. This anxiety can be very off-putting for both you and the learner, particularly if you start double checking every time whether you have got it ‘right’. An approach that can work better is to simply point to and speak aloud what you think the learner is looking at. If you have got it really wrong, they can let you know!

Introducing eye pointing within the no fail activities discussed above can also help alleviate any anxiety. If you do misinterpret what the learner is looking at, there are no adverse consequences. It is simply a learning opportunity. When playing with a doll for example, if the doll’s hair ends up being brushed rather than the doll being given a bottle, all can learn from this, but there is nothing to feel worried about and no sense of failure.

Learn some new skills

Each stage in the guide introduces and develops skills that you can use to support the learner to become a competent and confident communicator.

The first skills that you will need to master are watch and respond. This simply means that whilst engaged in a fun activity, watch what the learner is looking at and respond / react to this. It sounds so simple, but these powerful strategies can help the learner to understand that they can communicate using their eyes. They also underpin the rest of the skills you will learn. Using watch and respond is a very rewarding way to interact with the learner.

Modelling symbols is another essential skill that will be introduced. In other words, you will point to relevant symbols as you chat. There’s no need to match every word you say to a symbol when you are modelling – just the main ones are fine. As you become familiar with the symbols, you’ll find all sorts of things you can say. The learner will see you using the symbols when you are talking to them and begin to understand both what they mean and how they themselves could use them.

You will be encouraged to take your time when modelling. If you avoid rushing, you may find that the learner joins in too, and if they do, make sure you respond! This approach is enhanced by the strategy of waiting expectantly. This means that you signal with your body language and facial expression that you are anticipating a response, which may provide additional encouragement to select a symbol. But if they don’t, just carry on pointing to symbols as you chat.

As you move through the stages, the skill of modelling will be developed so that you are teaching the meaning of the symbols themselves, how to select them using the colour encoding system that is introduced during Stage One and how to find symbols within the book. Talk out loud as you do this so the learner understands what you are doing and why. For example, you might say “I’m hungry. I need the food & drink page” while pointing to the food & drink page symbol on the Menu page and then turning to the page.

From Stage Two, you will also be encouraged to support the learner’s developing use of symbols by adding to what they say. In other words, if they say something to you, you might repeat it back including an additional symbol. This is how we instinctively interact with young children learning to speak – we are all natural language teachers.

At Stage Three, you will be introduced to the idea of summing up an activity. In other words, you will recap what has just taken place by talking through it and pointing to symbols. This is another way of using modelling to support the use and development of language in a meaningful way. In time, the learner will be encouraged to share that information with others.

From Stage Four, you will also be encouraged to really develop the learner’s ideas, helping them to produce more complex messages using symbols.

Think about positioning

There’s no right or wrong way to place the book. What matters is that the learner can see the symbols and you can see what the learner is looking at.

If the learner’s head is well supported, and they are comfortable, it will be easier for them to use their eyes to communicate. You may find the following strategies helpful:

• Making use of a headrest.

• Positioning the book at their eye level.

• Adjusting the height of any table.

• Having the book between you initially, and then moving it to the side as you gain skill in reading the learner’s eyes.

Young children with complex physical disabilities may find it hard to change position or even wriggle. Yet young children without disabilities are constantly on the move! The young learners in the project all concentrated and engaged best if their position was regularly changed. This principle may apply to an older learner too.

Like all children, young people with complex physical disabilities love to play. They may find holding items difficult, but if you can help them to physically hold, touch, knock down or interact with the play items in some way, their attention will be sustained for much longer. This will enable more opportunities for communication. Again, this principle may also apply to an older learner who might enjoy being helped to physically interact with cooking ingredients, for example.

A symbol set

Photos are great for representing very specific items and people, but when it comes to words like ‘help’, ‘friend’, ‘meal’ or ‘dog’ (rather than my pet dog called May), then you really need a symbol.

There are several different symbol sets used in the UK, and you will need to choose one that suits the learner. The symbols found on the accompanying demonstration pages are PCS™ (Picture Communication Symbols).

When choosing a symbol set, look at what symbols (if any) are used in the learner’s environment (school, day centre, existing communication system, etc.), and unless there is a good reason not to, try and use the same symbol set for consistency.

Provide a language that grows over time

In any language, some words will be used time and again across lots of different situations, topics of conversation and activities. Such words are known as core vocabulary. You will find a suggested core vocabulary for each stage of the book that is accessible whatever the topic page being used. A limited set of core vocabulary is introduced at Stage One. This is expanded at each stage through to Stage Five.

Core vocabulary is key to developing the language skills of the learner. The symbols may look hard to learn, but they represent concepts that are used by even very young children. You will demonstrate the meaning of these symbols by using them yourself as you talk to the learner (modelling). The fact that the core symbols are available in the same place no matter what the topic also helps with learning.

The core vocabulary used in this guide is drawn from a developmental model of spoken language acquisition but does not stick rigidly to it. You will find symbols at earlier stages that would not appear until later if the standard developmental model was applied. A visual language is different from spoken communication, and some words that appear later in a standard developmental model are actually quite important for people using symbols. This is particularly true for older children or adults communicating at a developmentally early level who bring life experiences to their communication that a typically developing young speaking child might not have had.

If an item of core vocabulary does not suit the learner then do change it. Nothing is set in stone.

The core vocabulary is so important that at Stages One and Two it is always visible on the left side no matter what the topic.

From Stage Three, twelve items of core vocabulary are always visible on the left. However, the learner needs more than twelve items of core vocabulary at this stage and the remaining items are hidden underneath the topic pages. The learner can access this hidden core vocabulary by requesting it using a cell that is in the top right corner of all topic pages.

Depending on where you are in the book, you can either turn to the page which displays all the core vocabulary at the back or bring in the duplicate loose page (which has a Menu page on one side and core page on the other). This loose page can be held in front of the topic page while the learner makes their selection. This latter option reduces the amount of page turning needed.

From Stage Four, all the core vocabulary is hidden by the topic pages. Like at Stage Three, it can either be accessed by turning to the page of core vocabulary at the back or bringing in the duplicate loose page.

To further reduce page turning, individual hidden core symbols can always be reproduced on topic pages if they are especially useful for that topic. For example, on Page 25c pictures the core vocabulary symbols different, I, me, my, mine, you, your(s), like, not, look and help sit alongside the topic vocabulary in the same place as they appear on the Core page.

As well as modelling the meaning and use of the core vocabulary, from Stage Three, you will need to model how the learner accesses it by selecting the Menu / Core symbol on a topic page.

Ensure there is a way to communicate yes and no

You may have noticed that there are not any symbols for 'yes' and 'no' on the accompanying demonstration pages. This is because most learners will be able to communicate this already in some way, and it is good to always be able to communicate ‘yes’ and ‘no’ without having to rely on symbols in a book. However, if you feel that access to ‘yes’ and ‘no’ symbols would be helpful, you can always incorporate them into the learner’s book. Ensure they are available no matter what is being talked about by placing them on the edge of the binder itself or adding them to the Core Page.

Produce personalised topic pages

The example Menu Pages suggest topics you may want to include, but some may be irrelevant to the learner and others will almost certainly be missing. The school / college topic might not be necessary, or the learner might have a love of music or soap operas. There might be so many pages about football, for example, that it becomes a topic in itself that is accessed from the menu rather than being placed within a more general sports topic. It really is all about making the Menu Page work for the learner. If the learner is using an electronic communication aid, you may also want to be informed by the menu structure of the vocabulary package being used.

On Page 5a bubbles at Stage Three for example, you will see action word symbols like pop, blow and catch alongside describing word symbols like pretty, fast and slow. This enables much richer communication than would be possible if you only had the nouns bubbles, bubble mix and wand. On a personalised page of football players for example, you might want to include action word symbols ‘score’ and ‘miss’ alongside symbols for describing the players like ‘injured’ and ‘expensive’, depending upon the learner’s language level. These sorts of symbols enable you to communicate so much more than if you just had the names of the players available.

Personalised topic pages may well contain symbols that are also available on other pages – that’s ok. While movement through the book is to be encouraged, communication will be faster with less page changes. If there is a symbol that is particularly useful for a topic, don’t worry about duplicating it. For consistency, try and keep the symbol in the same place on a page whenever it is used. If that is not possible, try and at least maintain the same colour code if you can.

Remember that a communication book cannot contain every symbol in existence. There will always be compromises to be made, and symbols that are needed that are not present. It is worth keeping a piece of paper in the communication book so that you can quickly jot down obvious symbols that are missing ready for you to add in when you next update the pages. Some have also found it helpful to quickly draw a missing symbol in a blank cell as a temporary measure. This works particularly well if the pages are laminated as you can use a wipeable pen. Some additional strategies to generate new meaning from symbols that are present in the book are introduced at Stage Five.

One way of keeping the amount of vocabulary under control is to make use of lists. For example, if the term’s topic is the Ancient Egyptians, the learner may briefly need to talk about a ‘canopic jar’ but is unlikely to require that symbol again. Instead of producing a symbolised topic page for the communication book, such items can be written on a list that is kept in the book. During an activity, you could get out the list and read aloud each option, with the learner indicating when you get to the desired item. Before discarding the list at the end of term, you might want to go through it and check that the learner does not want to keep any of the vocabulary in their book more permanently.

Of course, if you find using eye pointing to symbols works better for the learner, you can always choose to present temporary topic vocabulary in this format. Just be selective about what stays in the book longer term.

Use symbols consistently

With both core and topic vocabulary, the symbols will need to be learned. Modelling is a great way to demonstrate their meaning. However, another way symbols are learned is by becoming familiar with their position on the page. Consistency really helps with this.

If you repeat symbols across different pages, try to ensure that they are in the same place on the page where you can. Similarly, as you move up a stage, try and keep the position of the symbols and / or its colour code (if used), as consistent as possible to minimise re-learning.

Just think about how awkward it is when the controls are in a different location in a hire car, or when you come to use a keyboard that is in an alphabetical layout when you are used to QWERTY. It is the same with symbols!

It is also worth being consistent in your choice of symbols. Some sets offer a choice of symbols for a word – choose the same option each time to help with familiarity.

Encourage the expression of ideas rather than perfect sentences

As speakers we are used to speaking quickly in grammatically correct sentences that the listener understands. However, with eye pointing, there is a need to take a different approach and focus more on the ideas than the detailed grammatical information.

When you are abroad and using an unfamiliar language, you’re likely to attempt just key words with lots of clues. For example, shrugging your shoulders and saying the word “station” to communicate “where is the station?” Communicating with eye pointing and symbols is a bit like this. Although there are symbols for little words, expecting the learner to eye point to a symbol for every little word in a spoken sentence would simply take too long and would lead to communication breaking down. Communicating key ideas is more motivating for both the learner and the listener. It also tends to be much more successful, particularly in the earlier stages. Speed helps to keep the relaxed rhythm of interaction flowing.

Here are some examples of ideas that the learners in the Look2Talk project spontaneously communicated using symbols:

The symbols above were used by one learner to communicate, “I don’t want any more porridge.”

Another learner used the following symbols to enquire about someone who was pregnant, “When is Katharine’s child coming?”

Some learners find creative writing or story telling a good way to explore expressing new ideas with symbols.

Provide a way of saying unpleasant things

From Stage Two, there are example topic pages for chatting. As with all topic pages, you will want to personalise and adapt these. Remember to ensure that the learner can express negative views. You may want to add some additional insults or ways of expressing frustration that are appropriate for the learner. Of course, the learner may also be able to use their existing vocabulary creatively – one girl turned to her food page to call her brother a banana!

Sometimes people worry about whether to include swear word symbols. There is no right answer to this. However, it is worth thinking about the fact that swear words are accessible to individuals with speech, and it is all about learning to use them (or not!) appropriately. If someone is worried about such words being on show, one strategy is to place them on a separate page at the back of the chat topic. Alternatively, flaps could be used to cover such vocabulary or the labels could be printed using a paler font.

Include a spelling page

Even at early stages of communication ability, it is important to provide a spelling page. This may seem counter intuitive. Surely a spelling page is for spelling, and if someone can’t yet spell words, what is its purpose? It is all about learning and exposure. By having easy access to a spelling page, letters can be brought into multiple communication opportunities. The ability to spell is fundamental to developing truly creative communication – i.e. communication that is not dependent upon the provision of symbols by others.

People who require symbols to communicate may miss out on some of the activities in life that underpin the development of writing. For example, they may not be able to hold a pen or pencil and may miss out on all sorts of early mark making experiences (on paper or furniture!). We need to provide people with alternatives to pencils to give them plenty of opportunities to begin to explore letters and write. This is where a spelling page can come in.

If you say the letter sound as you or the learner (eye)points to it, you are reinforcing that letter knowledge. You could also write down the letter that has been chosen on a piece of paper as further reinforcement. A spelling page does not have to be used to spell perfectly. Indeed, it can’t be used to do this unless we put in the time and effort to support the development of these earlier skills.

There are many ways a spelling page can be used before someone is ready to spell for the purpose of communication. Writing could be used in an imaginative game such as pretending to write a shopping list, for example, with the communication partner writing down whatever letters are selected. Someone could be supported to find the letter at the start of their name when introducing themselves or when their name is being written on a form or piece of work. ‘I spy’ is a game that could be enjoyed together. The key is to regularly bring a spelling page into meaningful and motivating activities.

As literacy develops, someone might be able to use a spelling page to support their communication, perhaps indicating the first letter, or even more, of a word that is not available in their communication book.

Example Spelling Pages are provided within this guide. However, these can easily be adapted if the learner is already familiar with a different letter layout.

Provide a way of moving around the book

It is important to be able to access the vocabulary in the book easily. There is nothing more annoying than knowing there is a page about food ‘in there somewhere’ but not being able to find it at the crucial moment.

With that in mind, each stage has an example Menu Page, and each topic page has a corresponding numbered page tab along the bottom. These tabs are important, as they help everyone using the book to quickly locate pages.

If you have a lot of topic pages, you can divide these into sections with the help of tabs on the right-hand side. If you label the side tab with the numbers of the pages behind it, this will help you to move more quickly through the book. You can modify a standard set of dividers as shown in the diagram below:

Symbols that link to topic pages have a folder shaped border. The folder shape indicates that the symbol is directing you to a specific page.

In addition, symbols such as turn page or Menu are provided for navigating around the book. These symbols have a square border.

At Stage One and Two, there is no expectation that the learner would use such symbols themselves – they are there for you to model how to move around the book as you chat together. From Stage Three, it becomes an aim for the learner to begin to use these symbols themselves. However, your use of them will always be important to help the learner see how it is done.

All main topic pages can be accessed from the Menu Page(s). To speed up communication, from Stage Three it is recommended that you have a duplicate Menu Page that is kept with the folder (with a duplicate Core Page printed on the reverse). If the learner asks to use the Menu Page, you can just hold this loose page in front of the topic page they are currently on while they select from the page. This reduces the amount of page turning needed to change topics.

From Stage Three, you may also want to include an occasional quick link to a related page on a topic page which can speed up communication. For example, it is likely that on a clothes page you are going to want to discuss the colour of the clothing. You might therefore choose to put a link to a colours page directly on the clothes page to save having to access it via the Menu Page. You can see examples of this on Page 4a garden at Stage Three and Page 16c make up at Stage Four.

Decide where to start

Although the guide is divided into stages, there is no assumption that everyone will start at the Introductory Stage and gradually progress through each stage in turn until they reach Stage Five. Some will start at a later stage; some may start at an early stage and not progress on to the later stages; others may gradually work their way through each stage and move beyond symbol-based communication altogether. The guide aims to provide you with an incremental structure to tailor and adapt for an individual.

Each stage has suggestions around readiness to help you identify which stage would be a good one to focus on for now. Those who are most familiar with the learner will be in the best position to decide where to start.

A team approach

A team approach involving a wide range of people is invaluable when developing a communication system. Communication is not something that happens with just one person – all around the learner need to be trained, involved and engaged.

The most important members of this team are the learner and their families. As a learner moves through the school system and then beyond, families who have skills and knowledge about the communication system can be a constant figure who can show new team members how to communicate with the learner. This makes the system much less vulnerable to being lost or discarded as the environment and professionals around the learner change over time.

The Look2Talk project was set up to work with children with complex needs and their parents / guardians. In doing this we fell into the trap that so many practitioners often do of forgetting about the siblings! From day one, no matter what age the sibling was, they all wanted to be involved. More importantly, their involvement was highly motivating to the learner.

Like siblings, peers are also highly motivating and may be keen to become involved – they just need to be shown how. The peer group of one child who had been involved in the Look2Talk project understood and valued her communication skills so much that she was elected to be their class representative on the student council!

All of this will be true for older learners who are using the Look2Talk approach as well.

A communication easel

If you are happy to hold the book, an alternative is to simply keep the pages together using four metal binder rings. Spiral binding is another option, but as books evolve and change, you may find that you are having to re-bind regularly.

Occasionally there may be a role for a small second binder. For example, one child who uses the Look2Talk approach kept her main communication book with her most of the time but, for a time, had a small extra one that went out with her to the playground. This contained just a few pages related to the games that were being played during breaktime and was easier for everyone to manage.

A place for extras

Communication books can contain more than just symbols. Try and have a section where you can keep mementoes like photographs, leaflets or ticket stubs to make it easier for the learner to share their stories about people and events. These might be kept in a punched plastic envelope wallet at the back of the book, for example.

Software with templates, a printer, a hole punch and (optional) a laminator

While templates are provided, don’t be afraid to change them, so long as you implement the changes consistently. The colours used for encoding may need to be modified if the learner has a form of colour blindness, for example, or the size of symbols used may need to be adjusted to accommodate other visual issues. The experience of the team around the learner will be invaluable when accommodating visual issues. Some trial and error may also be needed to learn what suits the learner best.

In the original Look2Talk project many of the pages were made using black and dark background colours and you will see such pages in some of the videos. The dark background made the symbols and colours used for encoding really stand out. However, the problem was the amount of printer ink required was prohibitive for many. When you come to make your own pages you can decide whether to use a background colour on the pages. Do bear in mind that for some, a certain background colour may assist the visual accessibility of the pages. You might also experiment with the thickness of the borders and the amount of space between the symbols to support visual access.

Once you have identified a layout that suits the learner, try and keep the structure consistent.

A commitment to ongoing development

There is no such thing as a finished communication book. It will always need to be tweaked, adjusted and modified along the way.

Do remember that there is no need to present an individual with a ‘perfect’ book. You can always leave blanks on pages that can be filled in gradually, and not every category has to be in use from day one.

Having said that, it is worth taking some time at the beginning to map out how you think the book might look so that you have a structure in place that can be added to. Moving symbols around and changing their location and colour code (if used) on pages can hinder learning.

Time!

Time to develop the book, time to adjust it, time to learn it, time to use it, time to support its use… Developing and supporting a communication book is not a quick process, but it is really worthwhile.

You’re ready to go!

Published by

Ace Centre Hollinwood Business Centre Oldham OL8 3QL

0800 080 3115 enquiries@acecentre.org.uk www.acecentre.org.uk Registered Charity No. 1089313

Coordinated by

Katharine Buckley with the help of many colleagues at Ace Centre

Acknowledgements

This revised and updated guide is based upon work that was undertaken as part of the Look2Talk project, a two year project run by Clare Latham and Katharine Buckley at Ace Centre from 2006-2008. We would like to thank the families involved in the project who were so giving of their time and ideas. The revision and updates have been informed by subsequent clinical work by the Ace Centre team.

Thank you also to the following organisations, whose funding made the project possible:

Elsevier Science Ltd Eranda Foundation Esmée Fairbairn Foundation Gatsby Charitable Foundation Good Neighbours Trust John Horniman Children’s Trust Kirby Laing Foundation St James’s Place Foundation

Copyright

Copyright ©2008 ACE Centre All rights reserved

Second Edition 2014, Third Edition 2023

No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without prior permission of Ace Centre.

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The Look2Talk package consists of five elements:

1. Guide Book: Which you are reading now and is freely available.

2. Demonstration Pages: These show how the eye pointing communication book you will create could look at each stage. The demonstration pages also set out the suggested core vocabulary. This is freely available to view electronically or to download and print.

3. Templates: For creating personalised pages for an eye pointing communication book. These are freely available although you will need access to either Boardmaker or InPrint 3 (coming soon!) resource making software to use them.

4. Communication Easel: A sturdy easel file to display the eye pointing communication book. A communication easel can be purchased from Ability World.

5. Training: Free Taster sessions and a 6hr teacher-supported online study on Look2Talk are run by Ace Centre Learning at least twice a year.

The Look2Talk guide

This Look2Talk guide has been produced as an eBook. While designed to be read online, it is possible to print it as a .pdf. This guide sets out the Look2Talk approach and provides detailed information about each stage, including readiness and aims for both the communication partner and the learner.

This guide contains links to videos to illustrate key points. You will need to have Internet access to view these videos.

Demonstration pages

The demonstration pages have been produced as an interactive PowerPoint presentation. This can be viewed online but there is more functionality if you download the presentation. There is also a .pdf version of the demonstration pages that can be downloaded and printed if you would prefer.

The demonstration pages are available from Ace Centre's website here.

The demonstration pages aim:

1. to bring life to the principles described within this guide

2. set out the suggested core vocabulary at each stage

3. give inspiration around the kind of pages you might want to include in your learner's eye pointing communication book

The pages can be shown to learners with whom you are considering trying out an eye pointing communication book. They might also be useful as part of your exploration around whether they are ready to move on to another stage. Whilst we have aimed to take out some of the intitial work, you might prefer to download the templates and create personalised pages to try together.

Sometimes the demonstration pages are useful when discussing the Look2Talk approach with a team around a learner to help them visualise what the learner might be able to achieve in both the shorter and longer term.

Templates

Templates for producing pages for your personalised eye pointing communication book can be downloaded from Ace Centre's website here.

The templates can be used in either Boardmaker or InPrint 3 resource making software which you will need to purchase or arrange access to. Both companies offer time limited trials of their software which could be considered for getting started or exploring the approach.

You can find out more about the software options available in Appendix Two.

Communication easel

We recommend housing the learner's communication book in a sturdy easel file. Ability World sell a robust communication easel which is available to purchase from their website here.

However, other approaches are possible. See the section A Communication Easel in the Requirements for Success chapter for more information.

Training

Currently Ace Centre Learning offer two teacher led training opportunities on a regular basis.

Introductory Level: A free live thirty minute webinar providing an overview of the Look2Talk materials and signposting to further guidance. It aims to identify who Look2Talk would be suitable for and why and how to use Look2Talk to teach encoded eye pointing as an access method for communication

Developing Level: A teacher-supported online study delivered in 2 three hour online webinars. It provides an introduction to the Look2Talk resource, and how you might begin to implement this with people who communicate by eye pointing. Clinicians will be supported in the development of a customised Look2Talk resource for their client.

These courses are run 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.

How do I access the full Look2Talk package?

As part of Ace Centre's charitable remit, the Look2Talk guide, accompanying demonstration pages and templates have been made freely available. These are all available from Ace Centre's website here.

It is recommended that you house the learner's communication book in a robust easel file which you can purchase from Ability World. See their website here.

As explained above, Ace Centre Learning offers training on Look2Talk which enables you to explore the approach in more detail.

Ace Centre offers training on Look2Talk. For information about upcoming courses see Ace Centre's website here.

For support with communication more generally, a great place to start is your local Speech and Language Therapy service. You will find details of this on your local NHS Trust website.

A communication book is one type of Augmentative and Alternative Communication (AAC). The Communication Matters website (communicationmatters.org.uk) contains a list of the regional AAC assessment centres. You will also find details of national AAC services, and a wealth of other supporting information.

Ace Centre is one such national service and provides help and expertise with AAC. We also offer free information and advice services. For more information see acecentre.org.uk or call our free telephone advice line on 0800 080 3115. You will also find ideas and demonstrations on Ace Centre’s YouTube channel youtube.com/user/acecentre.

Ace Centre’s eBook Getting Started with Paper-Based Symbol Resources is a useful free resource. This can be found on Ace Centre's website here. It contains lots of information about getting going with symbols. For more information about eye pointing and alternatives, see Ace Centre's eBook Access to Paper-Based Symbol Resources When Pointing is Difficult. This is also freely available from Ace Centre's website here and is full of ideas for modifying page layouts to accommodate visual and physical difficulties.

If you are supporting a child, you may also want to talk to your local Speech and Language Therapy service about the You Matter courses (acecentre.org.uk/youmatter). These are designed to be run by Speech and Language Therapists and support the development of communication partner skills.

Two charities that are good to know about are Communication Matters and 1Voice.

Communication Matters believes that all individuals have a right to a voice through the provision of AAC equipment and services. They organise training events, produce publications and resources, and are involved in research. Their website is an up to date source of information for anyone wanting to learn more about AAC. For more information visit communicationmatters.org.uk or call 0113 343 1533.

1Voice offers a network of support and information for children and young people who use communication aids, and their families. 1Voice organises events to bring together families who have children with communication needs. For more information visit their website 1voice.info or call 07943 618 525.

This stage is about helping the learner to understand that communication with their eyes can be effective and developing your communication skills to support this.

Readiness

You feel that the learner is attempting to communicate in some way. For example, they might look to the TV intently to request that you put it on, vocalise to attract your attention and look at an item to show you they are interested in it, or pull a face and turn their head away to show they don’t want any more of what you’re doing. The learner is attending to simple graphic information, such as looking with interest at pictures in books or magazines or on electronic devices.

About the Introductory Stage

The Introductory Stage introduces the skills that underpin the use of an eye pointing communication book. At this stage it is about using objects, pictures, books or magazines that are already in the learner’s environment. Photographs are introduced, and, in time, two loose symbols are also brought in – more and stop. The eye pointing communication book itself is introduced at Stage One.

The first step is to work on the all-important communication partner skills of watch and respond. Although you’ll naturally respond to the learner’s eye pointing, it really helps at the beginning to find a small amount of dedicated time to focus on this. Just a few minutes of your full attention is all that’s needed. Select an activity, game or story that you enjoy together. Take time to watch where the learner looks and then respond to this.

For example, if you were looking at a favourite book together, you could watch the learner’s eyes, and when they seem to settle on something, respond “You’re showing me the …….”. The more you can master this responding role, the more confident the learner will become in using their eyes. You may also find that their interest is more sustained by the activity, as it is no longer being solely controlled by you.

VIDEO: In this video, Emily’s mum is carefully watching her as they play with some toys. She responds to what she thinks Emily is looking at, helping Emily to learn that she can communicate using her eyes.

Many of us enjoy looking at photographs, especially of familiar people, and you may already have a selection that makes the learner smile. During the Introductory Stage, try and develop this resource by bringing together photographs of familiar people (either print or in an album on your phone / tablet) and then adding to them by taking photographs of people, things or activities that the learner enjoys. This might include bubbles being blown, a relative playing the guitar, a favourite television character, a special pet, a picture of the local park, etc. The aim is to build up a small resource of favourite photos that you can share together at regular intervals.

As you look through the photos together, take the time to use the watch and respond strategies by observing what the learner looks at and responding to this. At this stage, it’s not about expecting the learner to use the photographs communicatively to make choices – it really is just about looking at photographs together for enjoyment.

VIDEO: Emily’s mum watches Emily carefully and responds to Emily’s reactions as they look through a personalised photobook together.

Once you have got going with the resource of photographs, the next step is to introduce two core vocabulary symbols – more and stop. These symbols represent powerful concepts that can be used across many different situations and activities during the day. In time, the symbols more and stop can enable a learner to take real control of their world. They can stop and therefore change an activity, they can request to continue or repeat an activity, they can gain more of someone’s attention or more of a specific item, or indeed reject a specific item.

At the Introductory Stage there is no expectation that the learner will make use of these symbols themselves. The goal here is for you to gain confidence in modelling these symbols. In other words, for you to bring the symbols in to lots of different activities and to point to them whilst chatting. This is a vital communication partner skill that is used throughout the Look2Talk approach. If you can take the time to watch the learner, your modelling of the symbols will be more meaningful as you can comment on what they are doing or interested by.

If you don’t already have them, start by printing and cutting out several individual symbols of more and stop. You can download copies from Ace Centre's website here. You may want to print them on card or laminate them to make them more robust.

Try and find the time to play a favourite game, look at a book or magazine, or do a fun activity together, and model how the symbols can be used while you chat. Take the time to watch the learner. If they look interested, show the more symbol and comment something like, “you want more”. Then carry on with more of the activity. Conversely, if the learner looks disinterested, you could show the stop symbol and commenting, “you’re telling me stop”, and bring the activity to a close.

The symbols are labelled more (again) and stop (finish) to remind you of the many different ways you can use them. However, when speaking the labels, just say “more” or “stop”.

VIDEO: Emily’s mum is watching her closely and brings in the loose symbols more and stop to comment.

The Introductory Stage is not intended to put lots of pressure on you and the learner. It’s all about making a start and doing a little here and there. If you can spend just a small amount of focussed time on the strategies of watch, respond and model, then you will be well on your way.

Things to think about

• Build up a resource of photographs and spend time looking at these together for enjoyment.

• Keep it fun – when focussing on watch and respond, choose activities that you both enjoy.

• Ensure the learner is comfortable and well supported and allow for changes of position. Helping them to physically manipulate items may encourage them to be engaged with the activity.

• Don’t put pressure on yourself – remember that ‘a little and often’ is likely to be far more successful than trying to find huge amounts of extra time. Some learners may only have a fleeting attention span.

Aims for the communication partner

• Empower the learner’s eyes within communication by taking the time to watch and respond to what the learner looks at and is interested in.

• Watch the learner as you look through the photographs and respond to anything that the learner seems particularly engaged by.

• Begin to model by introducing the loose symbols more and stop as you chat – watch the learner and comment on what they are doing or interested by.

Aims for the learner

• To experience the communication partner noticing and responding to what they look at in lots of different situations and activities.

• To have a shared experience looking at photographs with the communication partner.

• To watch the communication partner using the symbols more and stop.

Further support

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.

This stage takes your existing Stage One pages and puts them into a new format to enable the learner to select from more than six symbols on a page.

Readiness

The learner is enjoying your use of the book while chatting together and is beginning to select single symbols within motivating activities.

About Stage One (Moving on)

The limitation to eye pointing is that there are only so many different areas on the page that a learner can clearly eye point to. The maximum number of symbols or pictures on a page that you have used so far is six and you may have already found this limiting when thinking of vocabulary to use in an activity. Keeping to six symbols reduces the amount and complexity of language that is easily available.

One way to increase the number of symbols on a page is to use colour encoding. Colour encoding can initially feel complicated and strange. But it’s not as tricky as it seems.

When you use colour encoding, you put symbols into groups on a page and give each symbol within the group a different coloured border. Coloured dots that match these border colours are placed around the edge of the page. To select a symbol, the learner first looks at the group of symbols that contains their target symbol. The learner then looks at the coloured dot that matches the colour of the border of their target symbol. So instead of one look to a single symbol, colour encoding entails two looks – the first to the group and the second to the matching coloured dot.

In the example above, the symbols are arranged into five groups of two. If the learner wanted to communicate pop they would first look at the group that contains the symbols pop and oh no!. They would then clarify which symbol they wanted by looking at the orange dot as pop has an orange border.

VIDEO: This video shows how encoding works.

Note that different forms of encoding are possible. If using colour information is difficult for a learner, encoding can be done using numbers, shapes and / or patterns. Colour encoding can also be done using more muted colours if that is preferred. See Appendix Three for more information. The principle is the same even if it looks a bit different.

A great way to introduce encoding is to create a page around a fun, motivating activity. You can then model using this page, highlighting the encoding process as you do so. For example, using the page above you could say “I want this group, orange, I want more”, while pointing to the group containing the more and stop symbols, then pointing to the orange dot and then to the more symbol. It sounds laborious written down, but it is fairly quick to do.

VIDEO: This video shows how you can model encoding.

When getting started, you might find that the learner will look directly at the group that contains the symbol but won’t initially go on to look at the corresponding dot. You can support their understanding of this by telling them that you can see they are looking at, for example, more and stop, and asking if they are telling you orange more or blue stop. Alternatively, if you are confident that they are looking at a particular symbol, you could simply say, “you are telling me orange more”, while drawing their attention to the border and the matching coloured dot. If you have got it wrong, they can always let you know.

VIDEO: This video shows one way of supporting someone who is learning to use encoding.

Encoding takes time to learn but it is worth persevering. In time, it will unlock a wealth of opportunities.

VIDEO: Tamsin and her mum are drawing animals together. Tamsin is getting going with two colour encoding.

As you get going with encoding, gradually transform your Stage One pages into this new format. You may want to take it slowly to avoid the moving on process becoming stressful. As you change the format of the topic pages, keep the topic vocabulary from your Stage One pages in the same layout. You then have four more cells on the right-hand side that you can gradually fill with new symbols.

In the example above, bubbles, blow, pop and oh no! are in the same place relative to each other on both pages. New symbols catch, want and pretty have been added to some of the four available new cells on the right-hand side of the page. There is no need to fill every cell on the page with symbols.

If getting going with encoding is proving challenging for the learner, but you feel they are ready to access more symbols on a page from a language perspective, you could support their use of an encoded page using a strategy called listener mediated scanning.

One way of going about listener mediated scanning is for the learner to look directly at the group. You then speak aloud the names of the symbols within the group (highlighting the colour of the border to continue to reinforce their learning of the encoding). The learner indicates ‘yes’ when you speak aloud the option that they wish to communicate. When speaking aloud the options within the group, ensure you always say the symbol names in the same order.

VIDEO: This video illustrates how listener mediated scanning can work on an encoded page.

Things to think about

• Continue to add more pages for activities or interests that you both enjoy, updating the Menu Pages as you do so.

• Continue to take responsibility for making sure the communication book is always to hand.

Aims for the communication partner

• Continue with all Stage One aims.

• Model how to select symbols using encoding.

Aims for the learner

• Continue with all Stage One aims.

Demonstration pages

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 One (Moving on).

Further support

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.

Stage One is an introduction to using symbols printed on pages to support communication. The aim of this stage is to develop a collection of activity-based pages developed around fun and motivating activities rather than a full communication book covering every topic of relevance to the learner’s life. Accompanying demonstration pages (click here to view) are provided to give ideas, but you will need to make your own activity pages that capture the interests of the learner.

Readiness

You feel that the learner is attempting to purposefully communicate in some way using their eyes. The learner is attending to graphic information. For example, they might enjoy looking at the collection of photographs assembled at the Introductory stage.

About Stage One

The core vocabulary symbols at Stage One are the powerful more and stop symbols that were first introduced in the Introductory Stage. As discussed at the Introductory Stage, in time, the symbols more and stop can enable a learner to take real control of their world. The labelling of the symbols as more (again) and stop (finish) encourages you to think about their meaning in the broadest sense, but when speaking the symbol name, just stick with “more” and “stop”. The symbols more and stop are so useful that they can be used without any topic vocabulary across multiple activities.

VIDEO: Jake’s Dad is giving Jake a little more control over a stomach massage using the symbols more and stop. He responds to Jake’s attempts to use the symbols.

Topic pages have space for up to four symbols or photographs, although you might choose to start with just two. For example, on Page 1 bubbles you might initially use bubbles and blow, adding in pop and Oh no! later. You may want to include pages that involve some of the photographs you collected during the Introductory Stage.

At Stage One, it is best to restrict yourself to one page per topic, as shown in the demonstration pages (click here to view). This means you will need to choose your topic symbols with extra care, as there are a maximum of four spaces available. If in doubt, rather than simply labelling all the items involved in the activity, choose symbols that have more of an impact. For example, the symbol blow is probably more meaningful than discussing bubble mix at this stage. The worksheet in Appendix Five can help with identifying symbols. It can be helpful to try out a page yourself before using it with the learner as you may quickly realise you have overlooked something important.

Introduce the page and activity to the learner and model by pointing with your finger to the symbols or photographs as you chat. Take the time to watch the learner and respond to what they are looking at. Comment on what the learner is engaged by using the symbols or photographs. It is all about showing the learner how communication with symbols works.

VIDEO: Alex’s mum draws his attention to the symbols as they play but does not pressure him to use the symbols himself. She watches him carefully and responds to his other communication strategies.

As you get going, begin to pause, waiting expectantly to see if the learner joins in by selecting a symbol. Waiting expectantly just means that you pause and try and signal with your facial expression and body language that you are expecting the learner to join in. If they don’t join in, don’t feel disheartened – it takes time. Just carry on modelling the symbols yourself. If the learner does look at a symbol, respond straight away.

VIDEO: This video demonstrates the waiting expectantly strategy.

As you get going with the symbols more and stop, you may be surprised how often the learner wants more of the same activity. This repetition is a key part of learning so try and make time for it.

When responding to what a learner is looking at, there is no need to double check you are responding correctly by asking them to confirm. Questions like “are you pointing to more?” can lead to feelings of pressure and frustration. Just speak aloud what you think the learner is eye pointing to. If you are wrong and it matters, they will let you know!

VIDEO: Tamsin’s mum models the symbols and Tamsin joins in. Tamsin clearly enjoys the control the symbols give her over the activity. [Tamsin communicates ‘yes’ by looking left and ‘no’ by looking right]

If you are struggling to follow the learner’s eye movements, you could try using the skill building template that is supplied alongside the standard Stage One templates. Continue to use the pages within the book yourself when modelling the symbols. The skill building template can be used to make a duplicate page of an activity or two to use alongside this. The template has a central cut out so you can make eye contact with the learner through the opening. This may make it easier to follow where the learner is looking. You will need to either laminate the page or print it on card to give it rigidity. Using the skill building template may help you both gain confidence in using eye pointing to select symbols. Always have the standard pages available alongside and respond if the learner does look at any of those symbols.

To give maximum visibility of the learner's eyes, you could cut out the symbols on the skill building template (write the labels on the back) and place them around the edge of a glossy laminate pouch, maintaining the same positions as they appear within the book. Once laminated, the entire page is transparent, except for the symbols.

The Menu Pages at Stage One are there primarily for the benefit of the communication partner and are not set up to be accessed by eye pointing. However, you can still use these pages to introduce the learner to the concept of a menu. Rather than simply presenting the learner with the book already open at the topic page, you could begin to model how you find a page. Talk about and demonstrate how you use the Menu Pages to locate a topic page, perhaps highlighting the matching tab on the topic page.

Things to think about

• Identify activities or interests the learner really enjoys and make pages based around these to go in the communication book.

• Familiarise yourself with the symbols on the pages.

• Model use of the core symbols more and stop to chat whenever you can, no matter what the activity. You don’t need to save the book for the times when you are doing one of the special topic page activities.

• Encourage those around the learner, e.g. family members, to use the symbols too.

VIDEO: Jake and his sister happily colour together with Jake in charge of the colours and Ella doing the colouring. See Appendix Six for more information about involving siblings.

• Try to avoid ‘testing’ by asking the learner to select symbols just to show you that they know them. It is easy to slip into asking the learner to “show me more”, “point to stop” etc, and it really takes away from the fun of conversation.

• Take responsibility for making sure the communication book is always to hand.

Aims for the communication partner

• Make time to model, i.e. to point to symbols in the book as you chat with the learner. They need to see how it’s done!

• Watch the learner as they engage in an activity. This will enable you to use the symbols to comment on what they are doing or interested in which makes the modelling really meaningful.

• Wait expectantly to see if the learner joins in. If they don’t, it’s nothing to worry about; just carry on using the book yourself.

• Respond immediately to any attempts to eye point to a symbol or photograph by the learner. This will demonstrate to them the power of this way of communicating.

• Begin to model use of the Menu Pages by pointing to the topic symbol before turning to the relevant page in the book and explaining what you are doing.

Aims for the learner

• To watch the communication partner use the book while chatting together.

• To begin to select a symbol using eye pointing during a motivating activity.

• To have fun!

Demonstration pages

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 One.

Further support

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.

There are some learners for whom the original six symbol Stage One page layout will be the most symbols on a page that they can cope with. However, the activity-based nature of Stage One will eventually prove limiting. In this instance, we would suggest developing a full communication book using the six symbol layout. The Menu Pages at Stage Two can be used as inspiration for the type of pages you may want to develop.

In this situation, do not feel constrained by the Stage One aims.

As you both gain confidence with the communication book, you could start to model linking two or more symbols at a time as you chat e.g. “you want more bubbles”, “let’s water the plants”. You could also encourage the learner to make use of the core symbols alongside the topic vocabulary. If the learner selected a symbol such as water on Page 5 garden, you could look at the core symbols and wait expectantly to see if they select one. There’s a world of difference between watering more plants and stopping watering plants so respond accordingly. If they don’t select a symbol, you could model this by pointing to one yourself, e.g. “let’s water more”.

It may be worth revisiting encoding from time-to-time as things do change. You might also want to consider a communication book based around listener mediated scanning (see brief description of this strategy in ). You can find out more about different ways of accessing symbol-based material in the free eBook Access to Symbol-Based Resources when Pointing is Difficult available from .

Stage Two is the time to begin to put together a more structured communication book with a comprehensive range of topic pages. But remember, it doesn’t all need to be there on day one!

Readiness

The learner is becoming a more assertive communicator with their eyes. In a motivating activity, the learner is beginning to select single symbols using eye pointing. The learner is grasping the concept of encoding and / or is being supported to use encoded pages using listener mediated scanning. Communication is very much in the ‘here and now’.

About Stage Two

Example Menu Pages are provided, but you will want to adapt and add to these to meet the learner’s needs. Key interests may be missing, or you may need to remove irrelevant page suggestions. The worksheet in may help you to identify useful pages for the learner.

Model use of the new Menu Pages showing the learner how they work by using them yourself. To help the learner understand what’s going on, talk aloud as you do this. For example, with the Menu Page in front of you, you could say, “It’s lunch time; let’s go to the food & drink page”, while pointing to the food & drink page symbol and then turning to the food page. Similarly, if you were on Page 1 chat and wanted Page 11 spelling, you could point to Menu on Page 1 chat, turn to the Menu Page, then point to the spelling page symbol before turning to Page 11 spelling, talking aloud about what you are doing.

Tabs along the bottom of the topic pages which are labelled and numbered help to facilitate quick movement through the book. If you choose to use them, dividers with side tabs can enable you to find pages within the book more quickly.

At Stage Two, you may well want to set up sub-topic pages. For example, on the demonstration Page 2 play, () there are links to examples of sub-topics including Page 2a balloons, Page 2b Wheels on the bus, Page 2c trainset and Page 2d computer game.

Some topic or sub-topic pages may not contain enough space for all the vocabulary required. You might choose to spread the vocabulary over two pages, although it is helpful to stick with one page per topic or sub-topic if you can. If you do need an additional page, try not to go beyond two pages per topic or sub-topic.

A turn page symbol (on the first page) and a go back symbol (on the second page) enable you to move between the two pages. These symbols should always be placed to the left of the Menu symbol on a topic or sub-topic page for consistency. The use of turn page and go back can be seen on the example Page 11 spelling (replicated below). As always, model by pointing to these symbols if you need to turn a page or go back to the previous page and talking about what you are doing. When not needed, this slot can be used for a topic symbol.

Stage Two uses four colour encoding. This means there are now fifteen cells available for topic vocabulary (the sixteenth cell is always allocated to the Menu symbol). As the learner moves on to using four colours, it may feel more difficult to read the eye pointing. This is normal. Take your time and it will become easier. Placing the book directly between you and the learner may help. You can always make use of the listener mediated scanning approach discussed above if you get stuck. (In other words, you can offer each item in the group of symbols in turn until the learner indicates ‘yes’.)

VIDEO: This video (also shown at Stage One) demonstrates how listener mediated scanning can work on an encoded page.

When developing topic pages you may want to include a symbol that is used elsewhere in the book. Try and keep the position of the repeated symbol consistent. If you are unable to do this for some reason, aim to at least keep the colour of the border the same.

Stage Two introduces some additional core vocabulary symbols and you will need to introduce these new concepts:

• There is now a symbol for negation not which can be used on its own, or in combination with other symbols e.g. not want.

• There is a symbol for expressing a preference, like, which can also be combined with not to say not like e.g. “don’t like that”.

• The symbol go gives the learner more scope for directing others.

• The symbol I, me, my, mine is a very useful one. Each element conveys a different, though related, meaning. Which one is being used is determined by context so they have been merged into one symbol to save space. For example, in the Look2Talk project, one learner used this symbol with ball to tell her brother that it was “my ball” (i.e. not his!) and then the same symbol with want to communicate “I want the ball”.

Begin to use the new core symbols yourself as you chat and create opportunities for the learner to use them as well. Try and link the core symbols with the topic symbols. For example, on Page 2a balloons, you might model “let’s get more balloons.”

VIDEO: Tamsin’s mum points to symbols as she chats, linking core and topic symbols. [Note Tamsin’s book has slightly different core vocabulary to the selection now used, but the principle is the same.]

A great way to help the learner’s language develop is to add one symbol to what they say. For example, on Page 15c make up, if they select lipstick you could say, “you want the lipstick”, whilst pointing to the want and lipstick symbols, and give it to them.

On the Menu page there is a symbol to indicate there is an issue – problem. You can model using this symbol when problems or misunderstandings arise.

Page 11 spelling can also be used to give experience of writing.

VIDEO: Tamsin has drawn some pictures and her mum is showing Tamsin how she can write her name on the picture using the spelling pages. [Note that her spelling pages are laid out a little differently from the four colour version we are now using at Stage Two.]

The words that are written do not have to be perfectly spelled. Writing nonsense words is a fun an important learning experience. When writing nonsense words (scribbling), speak aloud and write down whatever letter the learner selects. You can then talk through and admire the writing that you have done together.

VIDEO: This video shows how you could write nonsense words with the spelling pages.

Things to think about

• Continue to take responsibility for getting the book out but don’t demand that the learner uses it themselves.

• Encourage its use by a range of communication partners.

• Extend the number of topic pages and sub-topic pages (ideally keeping to one page per topic or sub-topic but not exceeding two pages), updating the Menu Pages as necessary.

• Introduce and model the wider range of core vocabulary symbols across lots of different activities as you chat, even if you don’t have a relevant topic page.

• Model how encoding works as you select symbols, pointing first to the symbol and then to the corresponding coloured dot.

• Model use of the Menu Pages by pointing to the Menu page symbol (and turn page and go back symbols where used) and drawing attention to your use of the Menu Pages to locate pages.

• Respond to any communication from the learner.

• If something goes wrong, acknowledge this and point to the problem symbol on the Menu Page. Confusion happens in all types of conversations! You can also use this symbol to comment if you see that the learner is distressed in some way.

• Avoid ‘testing’ within conversations. Try not to ask the learner to point to specific symbols just to show you that they know them.

Aims for the communication partner

• Continue to watch the learner as they engage in an activity and comment on what they are doing e.g. if you see them smiling while looking at a person, you might comment that they like them. Model use of the new core symbols as much as you can.

• Aim to link two symbols as you model e.g. on Page 2c trainset “go fast”

• Wait expectantly to see if the learner joins in and respond immediately if they do. If they don’t, just carry on pointing to symbols yourself.

• Help the learner’s language develop by adding one symbol to what they say.

• Bring Page 11 spelling into conversation and activities.

Aims for the learner

• To watch the communication partner model:

  • the symbols in the book, including when you add to the symbol(s) they have selected

  • how encoding works

  • the Menu Pages

  • Page 11 spelling

• To use single symbols in activities / conversation.

• To begin to link two symbols, perhaps linking a core symbol to one on a topic page.

Demonstration pages

Further support

Software

The easiest way to make pages for a symbol-based communication book is to use specially designed resource making software. There are a number of different software products available in the UK. One thing to look out for is what symbol set they use, as different software supports different symbol sets.

Examples of resource making software includes:

• Boardmaker 7

• InPrint 3

• Matrix Maker Plus

You will find Look2Talk templates for use within Boardmaker 7 and InPrint 3 (coming soon) software on Ace Centre's website here.

Alternatively, if you already have software for voice output communication, you may be able to use this to develop and print pages for a communication book. However, developing encoded pages within such software is quite complicated.

Sometimes you can access resource making software through your local Speech and Language Therapy service or through a child or young adult's educational environment. Some charities / non-profit organisations offer access to resource making software. You could also take advantage of a free software trial to get started.

Symbols

Symbol sets are collections of line drawings of words or concepts. Symbols differ from pictures or clip art in that they follow design rules in how they are drawn.

There are a number of different symbol setes available and all ahve strengths and weaknesses. It is worth spending time working out which set is most likely to met the needs of the learner and their environment. The Australian company Spectronics has produced a useful comparison of symbol sets which can be viewed on their website here.

The symbol sets most commonly used in the UK include:

• Makaton

• PCS™ (Picture Communication Symbols) - used in this guide

• SymbolStix

• Widgit

Some of the other symbol sets include:

• Bliss symbols

• Clarity symbols

• Pictogram symbols

There are also a number of freely available symbol sets.

Some of the symbol sets offer special symbols for people with visual difficulties.

When choosing a symbol set for use in the learner's communication book, it is important to take into account what symbols (if any) they are using elsewhere. For example, if they have an electronic communication aid or are using symbol-based software or apps, you may want to try and use the same symbols in their communication book. It may be worth checking with staff at an early years setting, school, college, day centre or similar environment that someone attends to find out if a symbol set is established there.

If possible, it is helpful to be consistent so that someone does not have to learn multiple symbol sets.

Balandin, S. & Iacono, T. (1999). Crews, Wusses, and Whoppas: Core and Fringe Vocabularies of Australian Meal-Break Conversations in the Workplace. Augmentative and Alternative Communication, 15, 95-109.

Banajee, M., DiCarlo, C., & Buras-Stricklin, S.B. (2003). Core Vocabulary Determination for Toddlers. Augmentative and Alternative Communication, 19, 67-73.

Beukelman, McGinnis & Morrow (1991) Vocabulary Selection in Augmentative Communication. Augmentative and Alternative Communication, 7, 171-185.

Beukelman, D. & Mirenda, P. (2012) Augmentative and Alternative Communication: Management of Severe Communication Disorders in Children and Adults (Fourth Revised Edition). Brookes Publishing Co.

Binger, C. & Light, J. (2007) The effect of aided AAC modelling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23(1):30-43.

Broberg, M., Ferm, U., & Thunberg, G. (2012) Measuring Responsive Style in Parents who use AAC with their Children: Development and Evaluation of a new Instrument. Augmentative and Alternative Communication, 28(4), 243-253.

Coupe O'Kane, J. & Goldbart, J. (1988) Communication Before Speech. London Fulton Publishers.

Downing, J. (2005) Teaching Communication Skills to Students with Severe Disabilities (Second Edition). Paul H. Brookes.

Erickson (2005) Successful Literacy for Children with Severe Communication Difficulties. What does it take? AAC Study Day organised by Communication Matters.

Goossens, C., Crain, S., & Elder, P. (1999) Engineering the preschool environment for interactive, symbolic communication. Birmingha, AL: Southeast Augmentative Communication Conference Publications (4th Ed).

Harris, J (1992) Language Expereince and Early Development. Hove: Laurence Erlbaum Associates.

Jonsson, A., Kristoffersson, L., Ferm, U. and Thungerg, G. (2011) The ComAlong Communication Boards: Parents' Use and Experiences of Aided Language Stimulation. Augmentative and Alternative Communication, 27(2), 103-116.

Latham, C. Bousaki, A. & Pugh, D. (2015) You Matter Revised Edition. Ace Centre.

Latham, C. & Miles, A. (2001) Communication, Curriculum and Classroom Practice. David Fulton Publishers Ltd.

Light, J. & Kelford Smith, A. (1993) Home Literacy Experiences of Preschoolers who use AAC Systems and of their Nondisabled Peers. Augmentative and Alternative Communication, 9(March), 10-25.

Light, J. & McNaughton, D. (2014) Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication? Augmentative and Alternative Communication, 30(1), 1-18.

Light, J. & McNaughton, D. (2013) Putting People First: Re-Thinking the Role of Technology. Augmentative and Alternative Communication Intervention, Vol. 29(4), 299-309.

McNaughton, S. (2003) Blissymbol learners, their language and their learning partners: development through three decades. In Von Tetzchner, S. & Grove, N. (Ed.s) Augmentative and Alternative Communication Developmental Issues. Whurr Publishers Ltd.

Milar, D., Light, J., & Schlosser, R. (2006) The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech Language Hearing Research, 49, 248-264.

Namy, L., Campbell, A. & Tomasello, M. (2004) The changing role of Iconicity in Non-verbal Symbol Learning: A U-shaped Trajectory in the aquisition of arbitrary gestures. Journal of Cognition and Development, 5(1), 37-57.

Pepper, J. & Weitzman, E. (2004) It Takes Two to Talk Guidebook. A Hanen Centre Publication.

Porter, G. (2007) Pragmatic Organisation Dynamic Display (PODD) Communication Books: Direct access templates. Melbourne: Cerebral Palsy Education Centre.

Stuart, S., Beukelman, D. & King, J. (1997) Vocabulary use during extended conversations by two cohorts of older adults. Augmentative and Alternative Communication, Vol.13, 40-47.

Vygotsky (1962) Thought and Language. Cambridge, Massachusetts: MIT Press.

Vygotsky (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, Massachusetts: Harvard University Press.

http://aac.unl.edu/vocabulary.html [accessed 5/11/2015]

http://uk.dynavoxtech.com/implementation-toolkit/details.aspx?id=373 [accessed 5/11/2015]

http://aacbooks.net

This short chapter details how to assemble a Look2Talk book. It applies whether you are using the printed demonstration pages or putting together a personalized communication book for a learner.

If assembling a book containing demonstration pages, you will need to first download them from the Ace centre website here. If you are creating a personalised communication book, you will need to create pages at the appropriate Stage using the templates supplied. See Software with templates, a printer, hole punch and (optional) laminator for more information.

For special considerations when printing at an A3 size, see Appendix 7: Assembling an A3 communication book.

Print the pages you have created

The first step is to print the pages using a colour printer. Print the pages single sided.

Laminate the pages

Having printed your pages, you may well want to laminate them to increase robustness. This will be essential if you are keeping the pages together using loose binder rings. However, it is still helpful within a communication easel. See A communication easel for more information.

If you do laminate the pages, matt laminate pouches tend to work best as glossy laminate can result in the symbols being distorted by the reflected glare of overhead lighting.

Because of the use of tabs, the pages will need to be cut out before laminating, and then cut out again after laminating.

Label the tabs

To help the communication partner move through the book more quickly, it is helpful to handwrite the page name and number on the back of the tabs before laminating. This is especially relevant from Stage Three. If you write the label upside down on the tab, it will make it easier to read as you flick back through the book - see the video below for a demonstration.

An alternative to laminating is to print the pages on specialist waterproof or non-tear paper.

Hole punch

The pages will then need to be hole punched. We have found that using a four-hole punch works best.

When lining up topic pages in the four-hole punch, treat them as if they were a landscape page with the left-hand area removed (topic pages at Stages Four and Five are already landscape so this doesn't apply). To ensure perfect alignment, if your four-hole punch has an A4 page guide, line this up with the edge of the paper page rather than the edge of the laminated page.

VIDEO: This video shows how to make a page in a Look2Talk book.

Page order by stage

Stages One and Two

The Menu page sits on top and uses all four rings.

Topic pages sit under the Menu page. They are on the right-hand side and use three rings.

The core page sits at the back and uses all four rings. This ensures all the core symbols are visible no matter what the topic.

Stage Three

The Menu page sits on top and uses all four rings.

Page 1 Spelling is next and uses all four rings.

Topic pages come next. They sit on the right-hand side and are held in place using three rings.

The core page sits at the back and uses all four rings. This ensures that twelve core symbols are visible no matter what the topic.

Optional: print an extra copy of the core and Menu pages. Place them back-to-back and laminate. Secure this laminated sheet to the communication easel using Velcro™ dots. See Provide a way of moving around the book for more information and photos to illustrate.

Stages 4 and 5

All pages use all 4 rings.

The Menu page sits on top.

The topic pages follow.

The core page sits at the back.

Optional: print an extra copy of the core and Menu pages. Place them back-to-back and laminate. Secure this laminated sheet to the communication easel using Velcro™ dots. See Provide a way of moving around the book for more information and photos to illustrate.

Alternative template for stages 4 and 5

The Menu page sits on top and uses all 4 rings.

Page 1 Spelling is next and uses all 4 ring (or you can create a spelling page that sits on the right-hand side and uses 3 rings).

Topic pages come next. They are on the right-hand side and are held in place using 3 rings.

The core page sits at the back and uses all 4 rings.

Optional: print an extra copy of the core and Menu pages. Place them back-to-back and laminate. Secure this laminated sheet to the communication easel using Velcro™ dots. See Provide a way of moving around the book for more information and photos to illustrate.

Optional - dividers

If you have a lot of topic pages, you can divide these into sections with the help of tabs on the right-hand side. If you label the side tab with the numbers of the pages behind it, this will help you to move more quickly through the book. You can modify a standard set of dividers as shown in the diagram below:

Further support

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.

The vocabulary at Stage Four continues to encourage the linking of ideas. It now supports and encourages planning, reasoning, negotiating and questioning to a far greater degree.

Readiness

The learner is confidently linking symbols together. They are using many of the core vocabulary symbols from Stage Three in their communication.

About Stage Four

All core vocabulary is presented on a core page which can either be accessed at the front of the book or from the loose sheet. There is no longer any core visible whilst using topic pages.

VIDEO: This video (also shown at Stage Three) demonstrates how the loose page of core symbols can be used.

This frees up more space for topic vocabulary - each page now has thirty-three cells available (three cells are always taken up with future, past and Menu / Core). However, you can always replicate particularly useful core vocabulary symbols on a topic page. Just remember to keep the position the same if you can, and if not, at least keep the border colour consistent. With the core vocabulary page now fully hidden by the topic pages, your role in promoting, encouraging and modelling use of core vocabulary becomes more important than ever.

As discussed at Stage Three, if using a shared Menu / Core symbol is causing confusion, you could separate these out onto two separate cells.

Stage Four core symbols if, because and turn and the already familiar first and then facilitate reasoning, negotiating and planning. Consider setting up situations to demonstrate these symbols in action or create opportunities for their use. For example, you could model and demonstrate the value of negotiation: “if you do your homework, then you can watch TV.”

Note that if and because do not have a symbol above them. This is because any symbol associated with these words is sufficiently abstract (normally just a squiggle or shape) that the learner is usually better off just learning the shape of the word itself. They will also be helped to learn its meaning by the position of the word remaining constant on the page and by watching you point to the word as you chat. However, do support these words with a symbol if you feel it would be of benefit to the learner.

Stage Four core vocabulary now expands can to can,could and introduces the useful verb am,are,is,be.

The demonstration pages at Stage Four (click here to view) contain some developed example pages for a range of useful types of symbols including action word symbols (Page 4 actions), describing word symbols (Page 9 describe), position word symbols (Page 12 positions) and little words (Page 5 little words). It will be important to model both the symbols and where to find them in the learner's book.

As always, the vocabulary on these demonstration pages can be changed to meet the learner’s needs. You might want to start with a smaller number of symbols and slowly build up to the amount shown on the examples. You might also choose to introduce these pages gradually rather than presenting all of them at once, perhaps starting with Page 4 actions and Page 9 describe before introducing Page 5 positions and / or Page 12 little words. Incorporating the vocabulary on these pages into the learner’s communication requires more page turns. However, it will enable the learner to communicate richer ideas.

Rather than just asking questions about very concrete things in the ‘here and now’, questioning at Stage Four begins to search out information and seek to understand the reasons behind actions. The question symbol remains part of the core page to facilitate this. However, you may also want to provide a page of question word symbols like Page 6 questions to support the development of questioning. You will need to model these symbols extensively yourself in conversation together before expecting the learner to make use of them independently.

VIDEO: We join Sophie mid way through asking a question. [Sophie is using an alternative eight location layout - see below.]

On all Stage Four topic pages there are now two options to set the tense of what is being communicated – future and past. For example, someone might communicate “I angry” and then select past to clarify that they were angry. Or someone might communicate “I go cinema” and select future to clarify that they are going to go to the cinema. You will need to model this a lot before expecting the learner to make use of these complex symbols.

As communication moves away from the ‘here and now’, the potential for communication breakdown increases substantially! Don’t panic if it all goes wrong. Just acknowledge the situation, perhaps pointing to the problem symbol or commenting oh no!.

You will see a quick link to Page 1 spelling on all topic pages so that the learner can always quickly access the alphabet without having to go via the Menu Page. As shown on Page 16 care and Page 16c make up, you may also want to bring in additional quick links to related topic pages. For example, you could add a quick link to a sports or football page to Page 14b pub if the learner enjoys watching sports at the pub, or a clothing page might contain a quick link to a colours page.

You may find that you can begin to gently stretch the learner. Help them to develop their ideas by asking for further information. For example, if they share some information with you, you could ask, “how did it happen?”.

VIDEO: Tamsin’s mum encourages Tamsin to develop her ideas by asking her questions and then prompting Tamsin to ask her a question. [Tamsin communicates ‘yes’ by looking left and ‘no’ by looking right]

If you are working with a learner who enjoys imaginative play, you may find you can extend this, bringing in more of a story to what you are doing together. Toys and activities that encourage more imaginative play such as garages, doll’s houses, train sets, farms and tea sets, to name but a few, may prove useful. Bear in mind that this more developed imaginative play might result in the learner needing more thinking time before eye pointing to a symbol. You may find the choosing look strategy introduced at Stage Three helpful here.

Creative writing or story telling can also be a great way of exploring new vocabulary and experimenting with linking symbols without the time pressure that may be associated with a conversation.

Remember that the Menu Page provided is only an example. You will need to update and adapt this to meet the learner’s needs. The worksheet in Appendix Four may help.

Optional: Alternative layout

If a learner has very good visual acuity and is a confident and accurate eye pointer, you may want to consider an alternative page layout which involves eight groups of eight symbols per page. This busy page layout gives the learner access to many more topic symbols per page which may improve the fluency of communication. However, it can be harder for the communication partner to follow what is being eye pointed to and may be quite daunting for less familiar communication partners.

This is an example of what Page 19 food & drink might look like using this form of eight colour encoding. As there are so many cells available, some of the Stage Four vocabulary can always be displayed on the left hand side.

Try making a page for the learner around a familiar and motivating activity and see how you both get on with it. Don’t give up too soon – it will take both of you time to become familiar with this layout.

Things to think about

• Continue to make the book available, encouraging and promoting its use.

• Ensure the learner has a means of requesting the book.

• Continue to support new communication partners in learning how to use this way of communicating.

• Continue to develop topic pages that contain plenty of relevant action and describing symbols. Quick links to related topic pages could also be included. The worksheet in Appendix Five will help with this.

• Continue to model how to find and use vocabulary within the book, including linking core and topic symbols to create rich ideas.

• Watch, comment as you model, wait expectantly and respond remain valuable strategies.

• Continue to add to what they say to support the development of their language, but don’t worry about being grammatically correct.

• Continue to sum up after an activity. You could extend this by encouraging the learner to share this information with others. You could start the summing up then wait expectantly to see if the learner joins in and takes over.

• Allow plenty of time for the repetition that is such an important part of learning.

Aims for the communication partner

• Consider setting up situations to demonstrate the power of the new core symbols.

• Model use of the past and future symbols as you chat.

• Help the learner to develop their ideas by asking for further information.

• Continue to make use of Page 1 spelling yourself within conversations and encourage its use by the learner.

Aims for the learner

• To begin to initiate use of the communication book.

• To be able to locate and use a topic page then return to the Menu Page.

• To include some links of at least three symbols in their communication.

• To include a wide range of symbol types (e.g. actions, describing words, etc.) when linking symbols.

• To use the Stage Four core symbols, including those that enable them to negotiate, reason, plan and question.

• To begin to use the past and future symbols to modify a message.

• To continue to use Page 1 spelling within structured activities and if their literacy skills permit, to begin to support their communication.

Demonstration pages

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 Four. To experience fuller functionality, download the interactive demonstration pages from Ace Centre's website here.

A sample of the Stage Four Alternative layout can also be viewed by clicking here.

Further support

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.

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.

Readiness

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.

About Stage Three

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.

Things to think about

• 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.

Aims for the communication partner

• 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.

Aims for the learner

• 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.

Demonstration pages

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.

Further support

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.

Stage Five encourages the learner to further develop their thinking, express more complex ideas and give more opinions. Strategies are provided to enable the creation of new ideas if a symbol is missing from the book.

Readiness

The learner is including some links of three (or more) symbols in their communication. They can move between pages in their communication book to create a message. They are beginning to talk about past and future events, and to negotiate, reason, plan and question using symbols.

About Stage Five

The pages at Stage Five now contain space for six additional symbols. This has been achieved by changing the groups along the top row of the page so they contain eight symbols. There are now to additional corresponding colour codes. This enables the learner to have access to more vocabulary on each page whilst keeping the symbols and font at a similar size to Stage Four.

If you are moving up to Stage Five from Stage Four, you may well want to keep the Menu Page from Stage Four for consistency. However, a template for a Menu Page in the new format of eight colours is provided in case it is required. The spelling page maintains the same layout as at Stage Four for consistency.

The alternative eight by eight layout described at Stage Four could again be considered at Stage Five if the learner has good visual acuity and is a confident and accurate eye pointer. However, as discussed, it does put more pressure on communication partners and it is a page layout that does not suit all.

We have not produced a full set of demonstration pages for Stage Five (click here to view), as they would look very similar to those at Stage Four. We have just produced a new Stage Five Core Page and an example of a Stage Five topic page to give you a flavour of how this stage looks.

No matter how many topic pages are made and how thoroughly things are thought through, there will always be missing symbols. The learner can now indicate this using the symbol not in book on all Stage Five topic pages. Page 1 spelling has an important role to play when such situations arise. However, there are also some new special symbols on all topic pages that can facilitate more flexible use of the symbols that are present. Similar to and opposite are strategies that can be used to transform the meaning of an existing symbol, although they do require a little guess work on the part of the communication partner. For example:

• If the learner wanted to talk about a stool but only had the symbol for chair, they could use similar to and chair.

• If the learner wanted to complain that someone was being stupid but only had the symbol for clever, they could use opposite and clever.

Page 1 spelling can support both these strategies. For example, it is easier to guess that something similar to a tiger is a lion if you have been told that the target word begins with a l.

Communication breakdown will still occur but the new symbol that’s not what I meant can help the learner to be more assertive in such situations.

The core vocabulary at Stage Five further encourages the expression of thoughts and opinions and the evaluation of other’s ideas, with symbols such as right, wrong, maybe, think and fair. The communication partner will need to model these symbols to show their value.

Finally, Stage Five topic pages all contain the plural symbol _s. This gives the learner an extra tool to help clarify the meaning of the message. For example, they could now communicate “I like dog_s”.

These new features help and encourage the learner to express more refined ideas. However, messages produced at Stage Five will still not be entirely grammatically accurate and do not need to be. The focus of communicating through symbols and eye pointing will always remain the communication of rich ideas.

Things to think about

• All of the points discussed at Stage Four remain relevant and important at Stage Five. In other words, continue to:

  • make the book available, ensuring the learner can request it and encouraging and promoting its use.

  • support new communication partners.

  • develop topic pages as needed.

  • model as you chat.

  • watch, comment as you model, wait expectantly and respond

  • add to what the learner says.

  • sum up after an activity.

  • allow plenty of time for repetition.

Aims for the communication partner

• Encourage the use of symbols to gain information and support learning.

• Try to model using the new symbols. For example, you could share what you think about something or evaluate whether something said is right or wrong. You may need to create opportunities to demonstrate the value of the new symbols.

• Model sharing complex ideas, linking multiple symbols as you chat. Include symbols that are located on other topic pages and model movement around the book.

• Use the strategies similar to and opposite to create new meanings from symbols in the book.

• Continue to model Page 1 spelling in context and encourage its use by the learner.

Aims for the learner

As with all languages, there’s a lot to learn! The development of communication skills is a lifelong journey for us all. No matter how skilled the learner’s communication becomes, they will always value and learn from the communication skills of communication partners who take the time and interest to use symbols to support their own communication.

Over time, you are aiming for the learner to use this book to communicate in a rich and meaningful way. It should support them to:

• Give and share information

• Describe situations and objects

• Exchange personal stories, thoughts and opinions

• Question to gain information about the world

• Play and / or work with others

• Reason and predict

• Evaluate

• Negotiate

• Make plans

• Guide their communication partner to a word if a symbol is not in their book.

What next?

The learner (and you!) should now be using symbols confidently within their repertoire of communication skills. Supported by their developing literacy skills and the powerful language that symbols provide, they will be able to take control and communicate about their life more effectively.

The aim going forward is to give increased ownership of the book to the learner so that they can let you know when the book is needed, what vocabulary is (and is not) required, and how that vocabulary should be used. Continue to support the development of literacy skills as the ability to support communication by spelling is very powerful.

Remember that there is no such thing as a ‘finished’ communication book. Communication skills and needs change over time and new symbols will need to be added. Time should therefore be allocated to ensure that the vocabulary does not become redundant or out of date.

As the aims for the communication partner at every stage have demonstrated, communication is a two-way process that requires skills and abilities on both sides. There will always be a need to work with those in the learner’s environment to ensure that they are surrounded by skilful communication partners who give the learner the time and support required to communicate effectively.

Demonstration Pages

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 Five. To experience fuller functionality, download the interactive demonstration pages from Ace Centre's website here.

Further support

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.

Encoding is the process used to increase the number of symbols on a page. By presenting symbols in groups and then clarifying which symbol from the group is intended for communication, many more symbols can be presented on a page.

In the example pages, colour encoding has been used. The learner first looks at the group of symbols and then looks at the dot that is the same colour as the border colour of their target symbol.

While we have used colour encoding with dots (and this is what the templates are based on), other forms of encoding are possible. This may be something to consider if the learner has difficulties perceiving colour information or dislikes the colourful appearance of the pages. You would need to adjust the templates to a different type of encoding before producing pages for the learner's communication book.

Colour encoding with dots

This image represents how colour encoding is used in the guide at Stage Two.

Colour encoding with dots using a muted colour palette

The colour encoding within this guide uses a bright colour palette. So long as the colours chosen are sufficiently distinct from each other, more muted colours could be used if that is something that the learner prefers.

Number encoding

With number encoding, the learner must match numbers instead of colours. In the example below, to say hungry, the learner would first look to the group containing the symbols hungry, hot, thirsty and cold, and then to the large number 1 to signal their choice.

Pattern and shape encoding

Pattern and shape encoding could be considered if the learner does not want to, or is not able to, use colour information or numbers for encoding. The learner must match the pattern / shape of the border to the pattern / shape of the dots in the corners.

This image shows how pattern and shape encoding could look with grey scale versions of the symbols.

As Ability World sell an A3 communication easel, producing a larger size communication book has now become an option. However, as the resulting communication book is big and bulky, this option is only recommended if A4 sized material has been found to be inaccessible for a learner. The advice of a QTVI (Qualified Teacher of the Visually Impaired) should be sought if possible.

The A3 communication easel is available from .

Assembly instructions for A3 - special considerations

Create your pages using the templates provided and follow the instructions in the section . See below for some special additional considerations when printing at A3 size.

Check printer settings

Before printing, check that the printer settings are set to A3. Use the printing option Fit or Fit to printable area.

Alternatively, you could scale up – try 135%.

You may find using the software Adobe Acrobat Reader gives you more printing options.

Finding the central point

Before laminating, find the central point of any full landscape pages along the top of the sheet and mark discreetly with a pen/pencil. You could find the central point by folding carefully, by using a ruler or by lining up with another sheet which you have already marked.

Hole punching

For pages which require 4 holes (i.e., title, menu and core pages at earlier stages and all pages from Stage 4 if using the standard layout), line the central point of the page up with the central point of the hole punch.

For pages which require 3 holes (i.e., topic pages at the earlier stages) you will need to find the correct hole positioning to ensure the pages line up to the right-hand side. You will need to go through the process here once, but you can then place a guidance line on your 4-hole punch for all further pages which will speed things up considerably!

First, take a laminated topic page and line it up on the right-hand side with a laminated, hole punched landscape page that has the central point visibly marked.

Copy the central point onto the topic page.

Now line up the transferred mark with the central point on the 4-hole punch.

Punch 3 holes into the topic page.

Place a reference mark on your 4-hole punch

Once you have identified the correct position for hole punching 3 holes into a topic page using the steps above, you can place a reference mark on your 4-hole punch for all future pages.

Line up a correctly punched topic page with the hole cutters on your 4-hole punch. Now place a piece of electrical tape (or similar) where the left-hand edge of the laminated page sits on the hole punch as shown in the illustration below.

This will act as a reference for where to position all other 3-hole pages in the future.

Your hole-punched topic pages should now sit on the right-hand side with the core vocabulary visible on the left.

Further support

Worksheet

This worksheet can help to generate ideas about topic pages relevant to the individual, and can help you begin to think about the kind of vocabulary that is going to be needed on those topic pages. The example Menu Pages may also provide some inspiration.

The worksheet in then looks in more detail at the vocabulary needed on an identified topic page.

Both worksheets can be downloaded from .

Worksheet

This worksheet is designed to help you think about the vocabulary you might need on a topic page. Note that the quick links section is only relevant from Stage Three on. The worksheet can be downloaded from .

Now what can I say?!

See how many phrases you can make with the words you have identified. Don't forget to include the core vocabulary from the relevant stage when doing this.

Worksheet example

Here is an example of a completed worksheet for a page about someone's pet guinea pigs called Fluff and Fudge:

As discussed in the introduction, the Look2Talk project found that siblings were keen to be involved and their involvement was highly motivating to the learner.

This appendix expands a little on our experiences. Much of what is discussed would apply both to older learners and to peer involvement.

Someone to talk about

Siblings can be fun, naughty, annoying – the list goes on! They therefore provide a wonderful source of conversation. After a particularly mad game banging balloons, one girl in the project requested her communication book and said...

...communicating quite clearly that she likes being silly with her brother!

Someone fun to play with

Siblings offer a different style of play and communication for the learner than we do. All of the siblings muscled into the play scenarios at various times and in so doing, sometimes offered ideas that the learner went on to use themselves. They also give the learner a degree of independence and the parent / guardian a well-earned break!

VIDEO: Jake and his sister happily colour together with Jake in charge of the colours and Ella doing the colouring (this video was also shown at Stage One).

Learning to read the eyes

All the siblings in the project had their own existing ways of communicating with the learner. Often it was by offering choices. Allowing the learner a little more control over the conversation wasn’t easy for them and introducing them to reading eye-pointing necessitated the sibling changing how they responded. They also needed to learn to watch the learner’s eyes carefully.

VIDEO: Alex has drawn his own version of an eye pointing communication page for Sophie. Sophie patiently holds her eyes in position while he works out what she is looking at.

VIDEO: Milly’s brother is just learning to read her eye pointing. With Milly’s perseverance, he begins to get the idea.

The younger the better

While the project only worked with a few siblings so we should be wary of generalising too much, it did seem the sooner symbol communication was introduced, the more natural and fun it became.

VIDEO: Brandon is 18 months old and is having a fantastic time playing with Tamsin and his Mum.

Summary

In short, siblings often have to stand back as the child with complex needs has varying degrees of attention. It’s often not clear to them why they are excluded. One sibling in the project announced one day, “But you never come and play with just me!”

Involving them has only benefits. It sometimes makes things run a little less smoothly but always injects an element of fun, unpredictability and spontaneity. This in turn enriches communication in many ways.