2. Types of layouts used in Communication Books & on Communication Boards.
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Please note: the images provided in this page are provided only to illustrate the topic in each section and not as an example of considered best practice for the design of a specific board! While there is no generic board design that will fit the needs of every Learner and every establishment, there are guidelines to good practice that will help in the development of individual communication systems. This page hopes to provide some of those guidelines.
A Communication Board is defined as a no-tech AAC system that permits expressive communication by pointing or looking (or otherwise selecting) at a printed word, symbol, or picture. Until now, such systems did not have spoken or written output. However, with the arrival of the V-Pen system, communication books and boards now can actually speak!
There are, at least, seven basic types of communication board:
1) Categorised
2) Themed/Topic
3) Talk Boards: Themed And Language Kit
4) Core Vocabulary Boards
5) Alphabetic Layout/Spelling
6) Encoded
7) F.A.S.T.
8) Other ...
And then there are ...
9) Unitech varieties of the majority of above. Unitech boards are created with the Voice Symbol software. These boards serve, not only as low tech standard communication boards but also, because they can speak, as the high tech system at the same time.
1. Categorised
As the name implies, such boards represent a specific category. For example, a Learner may have a board that depicts the category of clothes and another that depicts the category of transport. Such boards may be used individually or be put together to form a communication book.
While there is no actual limit to the number of tems that may be contained within a single category communication board, in practice, the number of items is limited by:
- the cognitive level of the Learner;
- the physical ability (ability to access the board) of the Learner;
- the visual acuity of the Learner (greater numbers of locations tend to make
cells smaller unless the board grows in size);
- the number of items in the category ( some categories may contain hundreds
of items whilst others may contain only a few);
- the perceived requirement of the Learner to access the items (a Learner may need to
say ‘dog’ quite regularly but may only need to say ‘rhinoceros’ very rarely, if at all.
- The limitations of the software (or other system) that is used to produce the boards.
For example, within Voice Symbol there is a 400 cell limited per board (20 x 20).
However, it is very unlikely that many Learners will be working with such a
communication board size.
There are several issues that may be associated with categorised boards or pages:
a. There is a tendency for the available categories to be 'noun-heavy' with a lack of other parts of speech;
b. Lack of avialable sentence building (language) on the page itsef;
b. Some categories may be larger than others giving irregular grid sizes;
c. What is the best arrangement of symbols on the page?
d. Issues with singular and plural forms.
e. Learner can easily 'fly swat' categorised pages. Staff can be fooled into believing comprehension.
f. The more categories, the larger the communication system. The larger the communication system, the more cognitive and labour
intensive the retrieval task. Communication rate is slowed.
g. Pages and pages of 'noun type communication books' are sugestive of passive environments.
The book below was taken at random from a page I discovered on the web as an example of a communication book. It is fairly typical of many communication books that I have seen. However, there are a number of issues with such pages:
While there is no actual limit to the number of tems that may be contained within a single category communication board, in practice, the number of items is limited by:
- the cognitive level of the Learner;
- the physical ability (ability to access the board) of the Learner;
- the visual acuity of the Learner (greater numbers of locations tend to make
cells smaller unless the board grows in size);
- the number of items in the category ( some categories may contain hundreds
of items whilst others may contain only a few);
- the perceived requirement of the Learner to access the items (a Learner may need to
say ‘dog’ quite regularly but may only need to say ‘rhinoceros’ very rarely, if at all.
- The limitations of the software (or other system) that is used to produce the boards.
For example, within Voice Symbol there is a 400 cell limited per board (20 x 20).
However, it is very unlikely that many Learners will be working with such a
communication board size.
There are several issues that may be associated with categorised boards or pages:
a. There is a tendency for the available categories to be 'noun-heavy' with a lack of other parts of speech;
b. Lack of avialable sentence building (language) on the page itsef;
b. Some categories may be larger than others giving irregular grid sizes;
c. What is the best arrangement of symbols on the page?
d. Issues with singular and plural forms.
e. Learner can easily 'fly swat' categorised pages. Staff can be fooled into believing comprehension.
f. The more categories, the larger the communication system. The larger the communication system, the more cognitive and labour
intensive the retrieval task. Communication rate is slowed.
g. Pages and pages of 'noun type communication books' are sugestive of passive environments.
The book below was taken at random from a page I discovered on the web as an example of a communication book. It is fairly typical of many communication books that I have seen. However, there are a number of issues with such pages:
a. I am not sure why vegetables and Indian dishes get so much space in what looks like a limited number of pages.
b. How are the symbols arranged on the page? It appears to be partly an alphabetic layout. Does this assist symbol finding?
c. How often does anyone need to say 'okra' or 'zucchini' or ... ?
d. Does the Learner really need the word 'beans' twice? Is that good use of limited space?
e. The category pages are not colour encoded or labelled/tagged making them harder to locate although the small number of pages
is a great help in this matter.
f. Indian Food is a category label. Vegetables is a catgory label. Category labels seem to be placed at the top left.
Soup is NOT a category label.
g. Some words are singular in form, while others are plural... what is the rule governing this?
I am as keen as anyone for a person with a disability to be fully included in society but why would we need a page of vegetable names?
b. How are the symbols arranged on the page? It appears to be partly an alphabetic layout. Does this assist symbol finding?
c. How often does anyone need to say 'okra' or 'zucchini' or ... ?
d. Does the Learner really need the word 'beans' twice? Is that good use of limited space?
e. The category pages are not colour encoded or labelled/tagged making them harder to locate although the small number of pages
is a great help in this matter.
f. Indian Food is a category label. Vegetables is a catgory label. Category labels seem to be placed at the top left.
Soup is NOT a category label.
g. Some words are singular in form, while others are plural... what is the rule governing this?
I am as keen as anyone for a person with a disability to be fully included in society but why would we need a page of vegetable names?
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So he can go shopping.
So he can tell staff what he wants to eat for dinner. So he can talk about vegetables when he wants. So he can help Mum or Dad in the kitchen. Would you include a page of vegetable names in an SGD? This page does not intefere with Core vocabulary. If the pages were at the back of the book they may not inerfere. It is actually a secondary communciation book dealing just with foods. It's easy to be critical. Is it wrong to categorise pages then? |
Well, if independent, surely he would just take things off the shelf in the supermarket. I never need to ask for some tomatoes (indeed, here only the singular form is included).
Well, could we not have a symbolic menu on the table? On the wall? Great, but when did you last have a conversation about vegetables? Does it really warrant such an extensive part of the communication system? If physically able to do so, woudn't the communication book be put on one side during this time? Yes I would. However, that is different: as long as the page does not interfere with the Core vocabulary retrieval. Yes it does! It adds to the number of searchable pages and slows communication. It adds to the size and weight of the system. You are thinking about the issues now! That is my real intent! Then that makes many of my comments incorrect in this particular case. However, I am not really dealing with a particular example but ,rather, using it in a generic manner to illustrate certain issues. Yes it is and that is really not my intention here. Rather, I want to draw attention to some important issues and make the reader think about the best way to design and layout such a communication system. I hope it will be constructive criticism. I hope to suggest other ways of designing communication boards and, if you want to comment on my ideas (!) then there is a form that can be used for this purpose on the main communication book page. NO! Of course not. Categorisation is a good technique but it is one among several. There are potential issues with the catgeorised approach but, if youare aware of them then, you can design your system and attempt to avoid them. |
2. Theme or Topic Based Communication Boards
A themed or topic communication board is designed to contain the vocabulary that a Learner may require when entering a specific environment (for example, a bank), or to interact in or with a specific situation (for example with a reader of a book or while having breakfast). In the case of the bank environment, the bank theme would, therefore, not simply contain a range of symbols representing different coins or notes (a category) but may also contain vocabulary that labels items or people in the environment (counter, till, assistant) as well as vocabulary that is specific to the theme (cheque, cheque book, amount, withdraw, deposit ... )
While a themed board is likely to have a greater range of language than a categorised board, it may not necessarily contain all the vocabulary that is required to communicate in the environment. Foer example, while we may construct a ‘breakfast’ theme board, typically, the average person does not spend all breakfast saying 'cornflakes, milk, toast. butter , ...'!
There is often a tendency for themes to be ‘noun heavy’. In some cases, the theme may be entirely composed of nouns (see breakfast theme example below). While, presumably, the Learner would have access to other vocabulary on other boards, a noun heavy approach does not lend itself to the construction of sentences with a minimal amount of effort.
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It would be possible, within a communication folder, where there are two pages on display at any one time, to make the left page contain the CORE vocabulary necessary to build sentence forms with use with the themed right page. Where possible, this CORE left page would remain identical throughout the folder to promote automaticity (such that an individual learns where particular items of vocabulary are on a page and does not have to think too much in order to access it).
As with all the variations of communication boards, there are strengths and weaknesses. Many of the issues associated with categorised boards may apply almost equally to a themed board; for example, there is a tendency for staff to make them noun-heavy and, unintentionally to exclude the possibility of building language. Among the issues associated with themed boards are: - Tedency for staff to make them noun-heavy and, unintentionally to exclude the possibility of building language. - Getting it right! What do we really talk about at breakfast,for example? What did you talk about at breakfast this morning? Did you actually say any of the words on the board (left)? - What if the Learner fancies a change and the word is not on the board? |
- What if I want a particular type of jam?
- Is it practical? Will it really get used?
- They can tend to be filled with FRINGE vocabulary. That is, vocabulary that is rarely used.
- There may be a need to repeat vocabulatry on other pages. For example, tea and coffee, from the breakfast theme, may need to be
repeated on the lunch theme ... This may increase the overall size of the communication system. Larger systems tend to be more
diffcult to navigate and less portable.
- Assumes a knowledge of the Learner. How does the Learner state how s/he prefers his/her tea, for example? Perhaps there is another
theme which deals with this issue!
- The breakfast theme example board depicted, is still suggestive of a passive regime in which the Learner responds to questions from
staff.
Fly-swatting is less likely with themed pages. If I ask a Learner what s/he would like for breakfast, s/he cannot simply swat the page because 'fork' is not an appropriate answer although staff may continue to make allowances until fly-swatting results in something that is appropriate:
"Yes, you will need a fork but what do you want to eat for breakfast."
"Yes, you will also need a plate to put your food on but what do you want to eat?"
"Yes, I will turn on the radio. Now can you please tell me what you want to eat?" ...
With a themed board, consistent (over a period of time) and correct responses to staff questions, at least is more suggestive of Learner knowledge of the symbols and the concepts than is the categorised board.
- Is it practical? Will it really get used?
- They can tend to be filled with FRINGE vocabulary. That is, vocabulary that is rarely used.
- There may be a need to repeat vocabulatry on other pages. For example, tea and coffee, from the breakfast theme, may need to be
repeated on the lunch theme ... This may increase the overall size of the communication system. Larger systems tend to be more
diffcult to navigate and less portable.
- Assumes a knowledge of the Learner. How does the Learner state how s/he prefers his/her tea, for example? Perhaps there is another
theme which deals with this issue!
- The breakfast theme example board depicted, is still suggestive of a passive regime in which the Learner responds to questions from
staff.
Fly-swatting is less likely with themed pages. If I ask a Learner what s/he would like for breakfast, s/he cannot simply swat the page because 'fork' is not an appropriate answer although staff may continue to make allowances until fly-swatting results in something that is appropriate:
"Yes, you will need a fork but what do you want to eat for breakfast."
"Yes, you will also need a plate to put your food on but what do you want to eat?"
"Yes, I will turn on the radio. Now can you please tell me what you want to eat?" ...
With a themed board, consistent (over a period of time) and correct responses to staff questions, at least is more suggestive of Learner knowledge of the symbols and the concepts than is the categorised board.
3. T.A.L.K. Boards
TALK is an acronym for call ‘Theme And Language Kit’.This is a themed board that has additional language to allow the construction of (as near as possible) grammatical sentences. Obviously, boards with limited number of cells place a greater restriction on what can be achieved with such an approach.
TALK boards place an emphasis on the ability to construct whole grammatical, sentences within the theme rather than speaking in individual words or short, less-than-grammatical phrases.
TALK boards come in, at least, two formats:
- Single page design;
- Two page design (for use in communication folders)
The two page design relies on the fact that, in any open communication folder, two pages are on view (left and right) at any one time. Thus, the right page can be a themed or categorised approach that is noun heavy while the left page can provide the ‘Language Kit’ to accompany the theme and allow Learners to “say what they wish to say as quickly as possible ... with a minimal amount of effort” (Blackstone op.cit.)
One idea for tis type of communication book set up, would repeat the left page throughout the Communication folder such that the Learner would become accustomed to its language layout and not have to spend a great deal of time visually scanning/searching for needed vocabulary. However, this is ‘easier said than done’: each themed page will likely require a specific Language Kit accompaniment forcing some changes to the basic board design. The more ‘categorised’ the right page, the less the need for a wider range of Language Kit vocabulary on the left page. For example, if the right page, illustrated above, only contained breakfast food and drink items then there would be no need for the verbs ‘read’, ‘listen’, and ‘watch’ and a greater need for the inclusion of such verbs as ‘eat’ and ‘drink’. There is no easy answer as, altering one parameter, necessarily affects another! A lesser number of issues will likely be encountered when there are more cells available on each page: as the number of cells per layout decreases so the number of conflicting issues increases! However, the number of cells should not solely be dictated by language requirements but also (and this parameter must have precedence) by the visual, physical, cognitive and preferential requirements of the individual Learner.
What are the issues associated with the TALK approach?
- There is generally a need for more cells on an overlay. It is much more difficult to produce a TALK approach with a 4, 6,9 location grid
for example.
- It's difficult to keep vocabulary in exactly the same positions on other pages which restricts automaticity.
- More complex to teach.
- By definition, reduces the number of available locations for the theme vocabulary.
- How to decide on what vocabulary items to include.
- May need to repeate items on other pages.
- What if the Learner asks for an item at an inappropriate time?
What are the issues associated with the TALK approach?
- There is generally a need for more cells on an overlay. It is much more difficult to produce a TALK approach with a 4, 6,9 location grid
for example.
- It's difficult to keep vocabulary in exactly the same positions on other pages which restricts automaticity.
- More complex to teach.
- By definition, reduces the number of available locations for the theme vocabulary.
- How to decide on what vocabulary items to include.
- May need to repeate items on other pages.
- What if the Learner asks for an item at an inappropriate time?
4. Core Vocabulary Boards
Core Vocabulary is defined as the set of lemmas (base words; i.e. go is the lemma for going, gone, went) that make up the top 75% of speech when sampled across all environments by all populations and at all times of the day.
When everyday conversation is analysed, a large of what we say is made up of a relatively small number of words. Indeed, just ten words account for a staggering 25% of the Oxford English Corpus, which is used to help compile the OED. The OEC, the largest of its kind anywhere (having over a billion words) is a collection of English texts, books, periodicals, magazines, cuttings, conversations, etc from all around the world. Thus, Core Vocabulary boards focus primarily on the small number of words (approximately 400 in English) that make up approximately 80% of what we say. The opposite of Core Vocabulary is known as 'fringe’ vocabulary. Fringe words are spoken infrequently. For example, while we may think we say the word ‘chair’ really often, it does not enter the Core Vocabulary at all and, as such, is amongst the many thousands of‘ fringe vocabulary’ words. Core vocabulary listings for the English language can be found here:
http://www.ucrel.lancs.ac.uk/bncfreq/flists.html
The example board shown below is one of the range of core vocabulary boards that have been designed to accompany the V-Pen. It is a combination of Core Vocabulary and spelling systems. However, Core Vocabulary boards do not have to contain this amount of cells or the spelling system and training can start as small as two locations!
When everyday conversation is analysed, a large of what we say is made up of a relatively small number of words. Indeed, just ten words account for a staggering 25% of the Oxford English Corpus, which is used to help compile the OED. The OEC, the largest of its kind anywhere (having over a billion words) is a collection of English texts, books, periodicals, magazines, cuttings, conversations, etc from all around the world. Thus, Core Vocabulary boards focus primarily on the small number of words (approximately 400 in English) that make up approximately 80% of what we say. The opposite of Core Vocabulary is known as 'fringe’ vocabulary. Fringe words are spoken infrequently. For example, while we may think we say the word ‘chair’ really often, it does not enter the Core Vocabulary at all and, as such, is amongst the many thousands of‘ fringe vocabulary’ words. Core vocabulary listings for the English language can be found here:
http://www.ucrel.lancs.ac.uk/bncfreq/flists.html
The example board shown below is one of the range of core vocabulary boards that have been designed to accompany the V-Pen. It is a combination of Core Vocabulary and spelling systems. However, Core Vocabulary boards do not have to contain this amount of cells or the spelling system and training can start as small as two locations!
While Core Vocabulary tends to be the same for all populations, the most frequently used Fringe Vocabulary can vary significantly. For example, a doctor may use a very different set of the most frequently used fringe words than a canteen worker. The requirement for fringe
vocabulary will differ from Learner to Learner and from establishment to establishment. As Fringe vocabulary is used infrequently it tends not to become automatic (we tend to remember what we use a lot and forget the things that we use rarely) and Learners will not easily recall if a word is contained within their communication system and where it is located unless techniques are used to assist them.
vocabulary will differ from Learner to Learner and from establishment to establishment. As Fringe vocabulary is used infrequently it tends not to become automatic (we tend to remember what we use a lot and forget the things that we use rarely) and Learners will not easily recall if a word is contained within their communication system and where it is located unless techniques are used to assist them.
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One idea for the mix of Core and Fringe vocabulary has already been covered in the two page TALK system. However, this approach gives equal weighting to both the Core and the Fringe. As most of what we say is composed of Core Vocabulary, this vocabulary should form most of our communication board design if we hope to meet the requirements of Sarah Blackstone’s 1993 definition of the purpose of such systems (definition provided earlier). While we can give over more and more of a communication board to Core Vocabulary words, the question remains as to how we easily access a fringe vocabulary item when the need arises? Locating a fringe word can be like finding a needle in a haystack if an organisational strategy is not employed. Even if such an organisational strategy is in place, retrieval will likely be a relatively slow process. There are a number of possible strategies: |
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Core + Categorised Fringe pages
The fringe pages have a specific organisation that is known to the Learner
Core + Fringe Call-Up
The main Core boards contain Fringe ‘category word’locations such that the Learner is able to say (for example), “I want some FOOD
now please”. The use of the FOOD category word then prompts the listener to provide access to the FOOD vocabulary boards or
choice system.
The fringe pages have a specific organisation that is known to the Learner
Core + Fringe Call-Up
The main Core boards contain Fringe ‘category word’locations such that the Learner is able to say (for example), “I want some FOOD
now please”. The use of the FOOD category word then prompts the listener to provide access to the FOOD vocabulary boards or
choice system.
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Core + Environmental Fringe
Fringe Vocabulary is displayed in the environment for the Learner to access. There are certain words that we are more likely to say in specific environments. If these words are provided in that environment as a wall chart (for example) then the Learner can use the Core board for general conversation and indicate vocabulary from the Fringe chart should the need arise. Core + Fringe (two page design – TALK) As previously detailed Core + Fringe (Integrated design) Both Core and Fringe vocabulary live on the same board |
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Core + Spelling Fringe
A (integrated?) spelling board provides access to all Fringe words. See earlier illustration.
Each of these should be combined with other strategies to reduce the reliance on the use of Fringe. Such strategies include teaching the
Learner:
i) One Fringe = X Core
That is, any single fringe word can be described using Core words. For example, instead of saying ‘chair’ we could say ‘the
thing that you sit on’. This can be made into a group game where a Learner is given a fringe word in secret to describe to the
other members of the group who have to guess what is being described.
ii) Alternative forms
Instead of saying “I absolutely detest brussel sprouts” which is comprised of only one Core word (I) plus four fringe words, the
Learner could say, “I don’t like them/those things”.Contextually, it would convey exactly the same message but would not require
searching through pages of Fringe vocabulary!
iii) For the literate Learner, use a combination of Core plus spelling.
As there were issues reported with the above communication systems, so there are some issues with Core Vocabulary. Among the issues
for Core vocabulary boards are:
- Access to everyday sentences for more rapid communication?
- How do you access fringe vocabulary when it is necessary?;
- Too much too soon for some Learners?
- Teaching 'language' may intimidate some staff!
A (integrated?) spelling board provides access to all Fringe words. See earlier illustration.
Each of these should be combined with other strategies to reduce the reliance on the use of Fringe. Such strategies include teaching the
Learner:
i) One Fringe = X Core
That is, any single fringe word can be described using Core words. For example, instead of saying ‘chair’ we could say ‘the
thing that you sit on’. This can be made into a group game where a Learner is given a fringe word in secret to describe to the
other members of the group who have to guess what is being described.
ii) Alternative forms
Instead of saying “I absolutely detest brussel sprouts” which is comprised of only one Core word (I) plus four fringe words, the
Learner could say, “I don’t like them/those things”.Contextually, it would convey exactly the same message but would not require
searching through pages of Fringe vocabulary!
iii) For the literate Learner, use a combination of Core plus spelling.
As there were issues reported with the above communication systems, so there are some issues with Core Vocabulary. Among the issues
for Core vocabulary boards are:
- Access to everyday sentences for more rapid communication?
- How do you access fringe vocabulary when it is necessary?;
- Too much too soon for some Learners?
- Teaching 'language' may intimidate some staff!
5. Alphabetic and Spelling Boards
Alphabetical layout boards, as their name implies, are arranged dictionary-like from A through to Z. Thus, vocabulary beginning with the letter A would be found on board 1 while vocabulary beginning with Z would be located on the last board. While this may appear (to some) a
strange way of arranging a symbols-based communication system (it’s actually not so strange when the system is text-based) it does have the advantage (for the basically literate Learner) of making particular words easier to locate. For example, you know that the word ‘Zebra’ will be towards the beginning of the last section of the communication folder and the word ‘and’ will be toward the front.
Spelling boards provide a means for literate Learners to generate any item of vocabulary by spelling it out letter-by letter. Some listeners will attempt to ‘guess at’the word being spelled before it is spelt in its entirety. This can be very annoying to some Learners. Therefore,
permission to use this technique should always be sought from the Learner before it is put into practice.
strange way of arranging a symbols-based communication system (it’s actually not so strange when the system is text-based) it does have the advantage (for the basically literate Learner) of making particular words easier to locate. For example, you know that the word ‘Zebra’ will be towards the beginning of the last section of the communication folder and the word ‘and’ will be toward the front.
Spelling boards provide a means for literate Learners to generate any item of vocabulary by spelling it out letter-by letter. Some listeners will attempt to ‘guess at’the word being spelled before it is spelt in its entirety. This can be very annoying to some Learners. Therefore,
permission to use this technique should always be sought from the Learner before it is put into practice.
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Some spelling boards include frequently used vocabulary as a means of speeding communication. For example, if the Learner always drinks ‘diet coke’ then this item could be added alongside the standard alphabet.
Arrangements of the letters on spelling boards can vary significantly depending on: - the accessing method employed; - the visual, physical and cognitive needs of the individual; - Learner preference. Alphabetic layouts include: - Alphabetic; - QWERTY; - Dvorak (Frequency of use); - Frequency Of Use; - Single finger pointing; - Head stick pointing; - Eye gaze; - Encoded; - F.A.S.T. (see below) - Other. Alphabetic layouts can have both UPPER and lower case formats as well as a combination of the two. What are the issues that are associate with Alpahbetic and Spelling Boards? - Requirement for literacy. - Slower Rate of communication; - Deciding on the most approriate layout. - Upper or lower case or both? - Which other characters will be required? Punctuation, numbers, foreign ... |
6. Encoded Boards
Encoded boards are usually designed to permit Learners to make selections of a particular item from a group after the selection of the group. For example, a Learner who is unable to finger point may use a fist instead to indicate a location on a board. If all the locations were
increased in size to accommodate the size of a fist the board may be too big to be of practical use. A way around this problem is to locate several items together in one location. The Learner, first, fist points to a particular location and then, second, indicates, by some encoded means, which item from the group is required. The encoding could be by colour, for example. Thus, each item in the group would have a different colour and thus, after the group
was selected, the Learner indicates a specific colour to select a specific item. Each block might be encased in a different coloured surround such that the ‘indicating selection’is also of a block but, this section is used to select the colour and not a range of symbols or letters.
increased in size to accommodate the size of a fist the board may be too big to be of practical use. A way around this problem is to locate several items together in one location. The Learner, first, fist points to a particular location and then, second, indicates, by some encoded means, which item from the group is required. The encoding could be by colour, for example. Thus, each item in the group would have a different colour and thus, after the group
was selected, the Learner indicates a specific colour to select a specific item. Each block might be encased in a different coloured surround such that the ‘indicating selection’is also of a block but, this section is used to select the colour and not a range of symbols or letters.
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Such encoding systems are often used on eye gaze (or commonly called ETRAN) frames. An etran frame is an eye gaze system comprised of a vertical piece of clear acrylic sheet (perspex) typically with a rectangle cut out of the middle. Objects , pictures, symbols, text, or letters can be arranged on the surface of the frame which is placed in front of a Learner such that the Learner can be encouraged to eye point to a particular symbol in order to communicate. The arrangement of 'symbols' on the frame can be anything from simple (choice) to a more complex letter encoding system. Providing the Learner has the visual ability, it will be normal for a child to explore its environment using his/her eyes. It is normal for a child to look longer at things that they find interesting and to come to rest upon an item of particular interest. Indeed, Significant Others may already be picking up 'eye cues' from a Learner and assuming that the thing at which a Learner is looking, is what a Learner wants. The etran frame is a means of formalising this natural tendency into a more structured eye gaze communication system. Starting very simply with perhaps just one or two real objects attached to the frame, the Learner can be encouraged to look at the thing that is required and is rewarded by being presented with the POLE (Person, Object, Location, Event) that the 'symbol' represents. It is important to use highly motivational objetcs/symbols, at least, intially otherwise the Learner may become bored with the process and refuse to use the system. The Learner sits on one side of the frame and the 'listener' (communication partner) sits opposite on the other side of the frame so that s/he can clearly follow the Learner's eyes and will know where the Learner is looking. If the process is both fun and rewarding for the Learner then the system may have a chance of success and could be developed into an effective communication system. Sweets, biscuits, games, music, sounds, indeed anything that the Learner finds motivating can be used to begin. If symbols are used on an Etran frame, they will typically be attached with velcro or with Blutack. In the early period, when the individual is just learning to use the system, it is probably better to use blutack as it is likely that the postioning of any attached symbol will vary as skills improve. Only when the Learner has mastered the system and some form of more advanced communication system has been structured might a more permanent means of attachment be used in the form of Velcro hooks and eyes. So that the 'listener' can read what the Learner is 'saying' the reverse of the symbol can either be an exact copy of the symbol or some text indicating the name of the symbol. However, just to ensure that the Learner is actually making real sense of using the etran frame, it is advisable, from time to time, to use symbol cards with plain backs so that the Learner is totally in control of the communciation and the listener cannot 'selective' decided at which symbols the Learner is looking. If the Learner does not know what is one the face of the cards then any sensible communication must have come from the Learner and not from the prompts or leads of another. Could an encoded system be used to indicate an item of Fringe vocabulary that is not even located on the main communication board? It could but it would require a Learner to have a good memory! Perhaps, a start would be just a few words that are encoded and then, once the technique has been mastered, more words could be added to the list dictated by the capability of the Learner. There is a big problem with this approach on a low tech communication board: it requires the listener to have the same skill! Thus, the technique could not be used with a stranger to order some particular food in a restaurant, for example. However, the technique could be used to enhance the communication of the individual who is unlikely to be out unaccompanied by a carer/facilitator. Colour coding is a common way of encosing such system. The use of colour on communication boards will be explored in a later section of these web pages. The issues invovled with encoded boards include: - Slower rate of communication; - Difficult to talk to strangers; - Difficulty in encoding larger volumes of vocabulary |
7. F.A.S.T. Boards
FAST is an acronym for Facilitator Aided Selection Techniques. Such techniques are used
when an individual’s physical condition is such that s/he cannot directly access a communication board and requires the assistance of a facilitator. As the acronym suggests, a speedy system is required such that the individual Learner can communicate as effectively and easily as possible. There are, at least, three FAST approaches:
- Eye gaze;
- Facilitator scanning;
- Special Encoding.
Typically, Eye Gaze systems use a clear plastic frame (sometimes called an ETRAN frame) on which symbols and or letters are encoded in blocks. First, the Learner indicates a particular block and then, by means of the encoding system, a specific item. Encoding can be by colour, number or position.
In a facilitator scanning system, the facilitator first indicates/points to particular row or column. In response, the Learner provides (by the best means possible) an indication as to whether the row/column contains the desired symbol/letter. If the response is affirmative, the facilitator scans the particular row/column until the Learner indicates that the correct item has been reached. Typically, the facilitator will accompany the finger pointing scan with a voiced accompaniment. In such an arrangement the board size needs to be sufficient to permit the Learner to see to which item the facilitator is pointing. In a classroom there could be a very large version of the same that is permanently wall mounted. Although the system may be called a FAST Board, it, generally, is not fast. It is a form of human scanning system and,like other scanning systems, it is relatively slow although, for the Learner, it may be the fastest system available to use..
when an individual’s physical condition is such that s/he cannot directly access a communication board and requires the assistance of a facilitator. As the acronym suggests, a speedy system is required such that the individual Learner can communicate as effectively and easily as possible. There are, at least, three FAST approaches:
- Eye gaze;
- Facilitator scanning;
- Special Encoding.
Typically, Eye Gaze systems use a clear plastic frame (sometimes called an ETRAN frame) on which symbols and or letters are encoded in blocks. First, the Learner indicates a particular block and then, by means of the encoding system, a specific item. Encoding can be by colour, number or position.
In a facilitator scanning system, the facilitator first indicates/points to particular row or column. In response, the Learner provides (by the best means possible) an indication as to whether the row/column contains the desired symbol/letter. If the response is affirmative, the facilitator scans the particular row/column until the Learner indicates that the correct item has been reached. Typically, the facilitator will accompany the finger pointing scan with a voiced accompaniment. In such an arrangement the board size needs to be sufficient to permit the Learner to see to which item the facilitator is pointing. In a classroom there could be a very large version of the same that is permanently wall mounted. Although the system may be called a FAST Board, it, generally, is not fast. It is a form of human scanning system and,like other scanning systems, it is relatively slow although, for the Learner, it may be the fastest system available to use..
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One idea is to create a wall mounted solution by using a piece of old carpet that has a couple of holes punched into the top edge to allow it to be hung on the wall. Individual laminated symbols/ letters can then be attached to the carpet with sticky Velcro tabs. In this way, the wall- mounted board can easily be created, altered, re-arranged and updated as necessary with the minimum of effort and waste. Such a system could be created so that it can be activated with the V-Pen! A smaller version of the wall mounted system is then created for personal use by individual Learners either as direct selection system or as a FAST system. In this way, Learners can get to grips with the system in the classroom using the wall mounted system as a teaching aid. |
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Special encoding FAST systems are less common than the aforementioned alternatives. I once came across a child who was communicating with his family by moving his eyes in seemingly an almost random fashion. At first I thought he was spelling out the shape of each letter of a word with his eyes but that proved not to be the case. After a while, I gave up and asked the family to explain. They informed me that they had previously put symbols up on the walls in the living room of their house and the child indicated a particular symbol by first looking at a particular wall and then indicating an item on the wall by a colour encoding system which was also wall-based but included the
ceiling for white and the floor for red (they had a red carpet). After a few years, they had decided to decorate and had removed the symbols. However, they found that they still could communicate with their child in a virtual living room! The child knew where to look even though the symbols were no longer there and remembered the colour encodings. The family could tell what word the child was saying by reading the eye movements! There was one really big problem with what otherwise would have been an absolutely fantastic system ... no one outside the family had a clue what the child was saying! The family acknowledged this ‘problem’ and went on to acquire a commercial communication solution.
One of the issues with FAST techniques is the need for a facilitator interpreter. Such techniques generally do not allow direct conversations with members of the public. However, individuals using such approaches are unlikely to be in public arenas unaccompanied and, therefore, a facilitator is nearly always available.
ceiling for white and the floor for red (they had a red carpet). After a few years, they had decided to decorate and had removed the symbols. However, they found that they still could communicate with their child in a virtual living room! The child knew where to look even though the symbols were no longer there and remembered the colour encodings. The family could tell what word the child was saying by reading the eye movements! There was one really big problem with what otherwise would have been an absolutely fantastic system ... no one outside the family had a clue what the child was saying! The family acknowledged this ‘problem’ and went on to acquire a commercial communication solution.
One of the issues with FAST techniques is the need for a facilitator interpreter. Such techniques generally do not allow direct conversations with members of the public. However, individuals using such approaches are unlikely to be in public arenas unaccompanied and, therefore, a facilitator is nearly always available.
8. Other layouts
Are you aware of another form of layout / type of communication book or boards in common use that is not covered by the above categories? If so, please drop me a line.
There are other forms of layouts that are possible using Speech Generating Devices (SGDs) but generally they are variations on one of the above using the power of the dynamic screen to move between pages. A different approach however is provided by Semantic Compaction Systems more typically called Minspeak. So what is Minspeak?
"Minspeak is the systematic exploitation of secondary iconicity to provide large vocabularies
within a small icon space."
Cross R. 2008 Discovery Manual. Liberator.
To read more on the definition of Minspeak follow this link.
There is something of a ongoing debate on whether it is better to use sentences on boards rather than words. The answer is not straightforward! It depends what you mean by 'better'... do you mean 'quicker' or 'easier' or 'simpler' or 'more efficient' or just what? To illustrate the issue, let's create two simple boards with just 9 cells on them.
There are other forms of layouts that are possible using Speech Generating Devices (SGDs) but generally they are variations on one of the above using the power of the dynamic screen to move between pages. A different approach however is provided by Semantic Compaction Systems more typically called Minspeak. So what is Minspeak?
"Minspeak is the systematic exploitation of secondary iconicity to provide large vocabularies
within a small icon space."
Cross R. 2008 Discovery Manual. Liberator.
To read more on the definition of Minspeak follow this link.
There is something of a ongoing debate on whether it is better to use sentences on boards rather than words. The answer is not straightforward! It depends what you mean by 'better'... do you mean 'quicker' or 'easier' or 'simpler' or 'more efficient' or just what? To illustrate the issue, let's create two simple boards with just 9 cells on them.
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Yes, I know the sentences on the sentence baord are rater 'naff' but, for the moment, ignore the content of the sentences as we will use them to illustrate some points. They could be any nine sentences.
How many things can I say using the sentence board? I can say exactly nine things;
1. I like cheese.
2. I like biscuits.
3. I like cake.
4. I like pudding.
5. I like chocolate.
6. I want cheese.
7. I want biscuits.
8. I want chocolate.
9. I want pudding.
Now lets calculate how many things I can say with the word board:
1. I like cheese.
2. I like biscuits.
3. I like cake.
4. I like pudding.
5. I like chocolate.
6. I want cheese.
7. I want biscuits.
8. I want chocolate.
9. I want pudding.
10. I want cake.
11. I want more cheese.
12. I want more biscuits.
13. I want more chocolate.
14. I want more pudding.
15. I want more cake.
16. I like more cheese.
17. I like more biscuits.
18. I like more cake.
19. I like more pudding.
20. I like more chocolate.
21. I like more chocolate biscuits
22. I want more chocolate biscuits
23. I like more.
24. I want more.
25. more cake.
26. more biscuits.
27. more chooclate biscuits.
28. more pudding.
29 more chocolate pudding.
30. I like more chocolate pudding.
31. I want more chocolate pudding.
32 more chocolate pudding.
33. I like more chocolate cake.
34. I want more chocolate cake.
35. more chocolate cake.
36. I want chocolate biscuits
37. I want chocolate pudding.
38. I want chocolate cake.
39. I want more chocolate cake.
40. want more chocolate biscuits....
The list goes on even further! I can think of at least another 15 things that could be added to the list. Therefore, we can say at least six times as many things with the word board than with the sentence board! If there were a geater number of locations the difference would be even greater to the point where we can say almost an infinite number of things with just 100 words and yet only ever 100 sentences with an equivalent sentence board.
Yes but, these are crazy things to say and many are just variations on a theme.
You are missing the point! Forget the actual words, forget the actual sentences ... concentrate on what you are able to do with the
words and what you are able to do with the sentences. No matter what nine sentences you selecy, it is only possible to say nine
things. However, as words can be combined in different ways there are, theoretically, nine possible starting words, eight possible
second words, seven possible third words (assuming we do not use a word more than once) ... That equates to (at least a
maximum potential for) 9 x 8 x7 x 6 x5 x4 x3 x2 x1 = 362,880 sentences!
Yes but, it takes a lot longer to generate a sentence word by word than just pointing to the whole thing.
I can't argue with that except nine sentences is fairly limiting. Could you live your life with just nine sentences? What would they be?
If not nine how many sentences would you need? You you need them in various tenses for example? What about adding colours
(I want my white socks. I want my black socks...)
Yes, but you can't put every word in the English language on a board.
You are right! I cannot argue with that. However, would we really need every word. What if I just used the most commonly used
words and then attached a spelling system so I could spell out anything else I needed.
Yes, but that woulld take some time to put together and people won't wait around that long.
You may be correct. Hoever, with practice a person could get quite quick with a limited number of words.
Yes, but he's got learning difficulties and only can cope with a simple system.
That may be true as a starting point but, surely, it is a fundamental human right to be able to learn and to make progress even if it
is much slower than others of the same age. Doesn't a sentence board simply stagnate?
Yes, but the staff haven't got the time to mess about with things like that.
Why do we have special education? What's the purpose?
Yes, but this is a care home not a school.
So we stop learning and progressing when we leave school?
Yes, but this is a hospital and we really only need to know a few things like if he needs to go to the toilet ect and perhaps yes and no.
In a short stay, a short stay solution is acceptable. However, can't I say 'toilet' with just one word? If I said such a word you wouldn't
go and get me a drink! Yes and no are single words. Perhaps we can build a very simple word board that is suitable for short stay
individuals?
Yes, but I don't often speak in single words. I mostly speak in sentences.
True. However, weigh the above above against this statement. Also, words can be combined in many unique sentences.
Yes, but who said it had to be one or the other?
Now you are talking! Literally!
9. Voice Symbol versions
The Voice Symbol system (available from Ability-World) is software that permits communication board building with a difference: that difference being that the resulting paper overlay can actually speak when accessed with the V-Pen technology. A speaking pen and paper system holds many advantages, not the least of which is the fact that virtually everyone knows how to use it straight away: there is no requirement to have to learn a system.
Many of the example boards illustrated on this page were produced with Voice Symbol. Boards can have any number of rows and columns up 20 x 20 which should be more than sufficient for even the most demanding AAC system. Placing a symbol into a cell automatically adds the appropriate word to the cell. When the page is printed, the program hides special codes inside the printer ink such that the image virtually loooks the same as it would without the codes. The V-Pen can read the codes from te paper and speak the words. If the V-Pen batteries were to run out (it runs on two AAA bateries: rechargeable batteries also are acceptable) the Learner could still use the paper system by pointing to the symbols as in the vast majority of the cases above.
Thus, the above types of boards can be produced by V-Symbol to create 'talking' versions. However, it does not end there! As the V-Pen can play .mp3 files, the boards can house music or sound effects in the coding such that a symbol could sing a song or play a sound!
Many of the example boards illustrated on this page were produced with Voice Symbol. Boards can have any number of rows and columns up 20 x 20 which should be more than sufficient for even the most demanding AAC system. Placing a symbol into a cell automatically adds the appropriate word to the cell. When the page is printed, the program hides special codes inside the printer ink such that the image virtually loooks the same as it would without the codes. The V-Pen can read the codes from te paper and speak the words. If the V-Pen batteries were to run out (it runs on two AAA bateries: rechargeable batteries also are acceptable) the Learner could still use the paper system by pointing to the symbols as in the vast majority of the cases above.
Thus, the above types of boards can be produced by V-Symbol to create 'talking' versions. However, it does not end there! As the V-Pen can play .mp3 files, the boards can house music or sound effects in the coding such that a symbol could sing a song or play a sound!
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