Introducing an activity-based communication book
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.
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.
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.
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.
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.
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!
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.
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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.
