4. Arranging Vocabulary in Communication Books and Boards
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Just as, once flowers have been selected for a display, they will need to be arranged so, once vocabulary has been selected for a communication system it will then be necessary to decide how the vocabulary will be arranged:
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- How many cells per page?
- How many pages? - What arrangement of cells of each page? - What arrangement of pages in the whole? - Will vocabulary be duplicated on some pages? - Will each page be categorised, themed, TALKED, or some other? - How can the vocabulary on each page be made easy to locate? The number of cells per page/board is dependent on their size and the desired size of the board itself. If a Learner has limited fine motor skills the individual cells will need to be large enough to cope with the lack of ability to point (or if you are using the V-pen system, manipulate the V-Pen). If the desired board size is small then, the two together, will severely limited the number of possible locations that will be available on any page. Unless the overall vocabulary size is reduced the communication system will need to be comprised of many pages. It is simply a matter of mathematics. |
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Generally speaking, a communication system is likely to be more effective if it has more cells per page and a limited number of pages than if there are fewer cells per page and more pages. This is because there will be an issue arising from navigating through the pages to locate a
desired vocabulary item which will necessarily slow down the communication rate. However, there may equally be a problem of locating a desired vocabulary item on a single board if that board has many hundreds of cells.
Arranging the vocabulary within any communication system is, therefore, a matter not to be taken lightly. A good and creative arrangement will help to ease the use of the system and promote faster, more effective communication while a poor arrangement will impede communication and may have a negative impact on a Learner’s desire to use the system.
Single Board Arrangements
A single board can have one, two, three or four pages. A single board could be one side of A4 (or any other size of paper) or two sides: both front and back. It could also be a piece of A3 folded down the centre (or any other size folded in a similar manner) giving four separate pages/areas in which to arrange the vocabulary. If the two centre pages are treated as a single whole entity, then we have a three page layout (front, middle, back) but if the centre pages are treated as separate entities, then we have four areas.
Within a three- or four-page, single board layout, it may be wiser to allocate the greater area (i.e. the middle pages) to Core, frequently-used vocabulary that is going to represent perhaps up to 75% of the Learner’s conversation. This would leave the front and back ‘pages’ to serve different purposes. One idea would be to utilise the front area for social and frequently used phrases and the back area for the higher frequency fringe words that are likely to be needed by the Learner. This system could also be accompanied by separate TRV-type (see item 3 from the Main Page) boards which permit very speedy communication in curricular areas, as well as a spelling board system for the Learners who are literate or who have emergent literacy skills. TRV boards could be permanently mounted/ utilised in some areas and, in others, could be brought out by staff and used as needed. In some instances, the spelling board could also be incorporated as a part of the core vocabulary area in the centre pages. The spelling board will provide (somewhat slower) access to fringe vocabulary items that may crop up from time to time that are not contained elsewhere within the system.
Within a three- or four-page, single board layout, it may be wiser to allocate the greater area (i.e. the middle pages) to Core, frequently-used vocabulary that is going to represent perhaps up to 75% of the Learner’s conversation. This would leave the front and back ‘pages’ to serve different purposes. One idea would be to utilise the front area for social and frequently used phrases and the back area for the higher frequency fringe words that are likely to be needed by the Learner. This system could also be accompanied by separate TRV-type (see item 3 from the Main Page) boards which permit very speedy communication in curricular areas, as well as a spelling board system for the Learners who are literate or who have emergent literacy skills. TRV boards could be permanently mounted/ utilised in some areas and, in others, could be brought out by staff and used as needed. In some instances, the spelling board could also be incorporated as a part of the core vocabulary area in the centre pages. The spelling board will provide (somewhat slower) access to fringe vocabulary items that may crop up from time to time that are not contained elsewhere within the system.
If, as has been suggested, such a system is combined with the availability of contextual vocabulary (that is vocabulary that has been displayed on walls in relevant areas that is not contained with the main communication system) then it provides ready access to much vocabulary.
Furthermore, if a means is provided for the Learner to ‘request’ a specific Fringe board (for example: ‘vegetable names’)(these boards would be kept available but separate) then a great deal of vocabulary can be quickly accessed by a Learner. There is no need for the Learner to
carry a weighty file containing every communication symbol ever taught or encountered: a simple core board system that provides for a means to access/request fringe words will provide a comprehensive system that is easy for the Learner to handle. However, such a system may not suit every Learner and, therefore, it is important to consider other options.
Furthermore, if a means is provided for the Learner to ‘request’ a specific Fringe board (for example: ‘vegetable names’)(these boards would be kept available but separate) then a great deal of vocabulary can be quickly accessed by a Learner. There is no need for the Learner to
carry a weighty file containing every communication symbol ever taught or encountered: a simple core board system that provides for a means to access/request fringe words will provide a comprehensive system that is easy for the Learner to handle. However, such a system may not suit every Learner and, therefore, it is important to consider other options.
Single Page Arrangement
Single Page arrangement refers to the positioning of vocabulary on any single page of a Learner's communication system. The ordering (arrangement ) of pages is dealt with as a separate category below.
You will note that the single page depicted left is identical to the TRV board as depicted in the section above. This was done purposefully to illustrate that some TRVs can actually be made part of a Learner's personal communicaton system. If the the TRV on the wall exactly matches a page in a communication system Learning is maximised. Not all TRVs will be used in this way however. By their very nature, TRVs are generally not for use in personal communication systems.
There are a number of possibilities for the arrangement of vocabulary on a single page depending on the nature of the vocabulary to be stored (please note: it is not claimed that the following list is fully comprehensive!):
- alphabetic layout;
- grouped by part of speech and arranged alphabetically;
- grouped by part of speech with special arrangement
(pairing: big/small, go/come, on/off);
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- frequency of use layout with the most frequently used being placed in the easiest
location for the Learner to access; - layout that is dependent on means of access. For example, a head pointer user may require a different layout to a Learner who can directly access with a finger. - grouped by part of speech with a layout reflecting sentence structure. For example the left part of the page might contain the pronouns and interrogative words (what, why, which ...) that might begin a sentence followed by the verb category ... - grouped by parts of speech with a layout reflecting the likely movement pattern of the Learner. For example: a Learner who finds it easiest to start at the top of a page and move towards the bottom then the language might be arranged with pronouns at the top moving down to the verbs ... - Core Vs Fringe: themed fringe vocabulary occupying part of the page with the Core vocabulary placed above, around, ... to enable the easiest creation of themed phrases; - Core with call-up Fringe: Single board for everyday vocabulary with ‘special’ symbols to request other (special) vocabulary boards. - Double paged spread such that the single page design forms half of the whole. |
Multiple Page Arrangements
How many pages is too many? That’s a very difficult question to answer. It is probably better to respond by saying it depends if the Learner is coping with the system! If the Learner can navigate to and locate a specific item of vocabulary easily and speedily then any number is acceptable. However, it is generally accepted that communication rate is inversely proportional to the number of locations and pages. That is, as the number of pages increases so the communication rate decreases. On this basis:
the ideal communication book is a board!
There is a flaw in this logic however: as the number of available vocabulary items is directly proportional to the number of pages so, as the number of pages falls, so does the available vocabulary! If an item of required vocabulary is not available then this tends to halt the flow
communication considerably. The Learner may look for the item believing it is to be found somewhere in the system taking a considerable amount of time. Eventually, the Learner may:
- change communication modalities: the Learner switches to another form of AAC such as signing, spelling (if literate) or some
other way of indicating the missing item;
- try to think of another way to say the same thing using words that are available;
- look to the listener for help;
- give up and the communication breaks down.
There must be a point along the continuum where efficiency is at a maximum... However, it’s not a figure that you will find at the end of a web search as there are so many parameters that can affect the outcome. It will almost certainly vary with:
- the physical accessing abilities of the Learner;
- the cognitive abilities of the Learner;
- the visual acuity of the Learner;
- the vocabulary requirements of the Learner in context;
- the number of locations available on each page;
- the arrangement of the pages;
- how the pages are labelled;
- how the pages are encoded;
- the motivation of the Learner to communicate;
- other?
the ideal communication book is a board!
There is a flaw in this logic however: as the number of available vocabulary items is directly proportional to the number of pages so, as the number of pages falls, so does the available vocabulary! If an item of required vocabulary is not available then this tends to halt the flow
communication considerably. The Learner may look for the item believing it is to be found somewhere in the system taking a considerable amount of time. Eventually, the Learner may:
- change communication modalities: the Learner switches to another form of AAC such as signing, spelling (if literate) or some
other way of indicating the missing item;
- try to think of another way to say the same thing using words that are available;
- look to the listener for help;
- give up and the communication breaks down.
There must be a point along the continuum where efficiency is at a maximum... However, it’s not a figure that you will find at the end of a web search as there are so many parameters that can affect the outcome. It will almost certainly vary with:
- the physical accessing abilities of the Learner;
- the cognitive abilities of the Learner;
- the visual acuity of the Learner;
- the vocabulary requirements of the Learner in context;
- the number of locations available on each page;
- the arrangement of the pages;
- how the pages are labelled;
- how the pages are encoded;
- the motivation of the Learner to communicate;
- other?
Multisize Pages
The is a design methodology that frames Core vocabulary around smaller central Fringe pages. The design of the Core has to be
such that it can work with whatever Fringe page is selected.
Below is an example (not provided as an ideal to copy however). You can turn the pages by clicking on the numbered buttons below. The smaller 36 location mid pages contain the fringe vocabulary. These are surrounded by a permanent outer border of core words. NOt all the pages have been included, just sufficient to give an idea of the system.
- The first and last double pages (last double page not shown) are identical and contain the spelling board;
- Some of the pages are provided with text accompaniment and some without (you would not mix as in the pages below);
- It might be interesting to see how transparent the un-texted symbols are: see if you can guess them!
- New pages would be added to the system as the Learner became proficient with existing pages. In this way, you can start quite
simple and grow the system.
- Such a system relies on the Learner's ability to turn the smaller pages.
such that it can work with whatever Fringe page is selected.
Below is an example (not provided as an ideal to copy however). You can turn the pages by clicking on the numbered buttons below. The smaller 36 location mid pages contain the fringe vocabulary. These are surrounded by a permanent outer border of core words. NOt all the pages have been included, just sufficient to give an idea of the system.
- The first and last double pages (last double page not shown) are identical and contain the spelling board;
- Some of the pages are provided with text accompaniment and some without (you would not mix as in the pages below);
- It might be interesting to see how transparent the un-texted symbols are: see if you can guess them!
- New pages would be added to the system as the Learner became proficient with existing pages. In this way, you can start quite
simple and grow the system.
- Such a system relies on the Learner's ability to turn the smaller pages.
Multisize Cells
There are, at least, three types of formats for multisize cells;
- same size on individual pages but separate pages have different numbers of locations;
- different size cells on the same page;
- combinations of above.
It is generally not recommended to have different numbers of locations on separate pages within a single communication folder. A Learner needs to become familiar and comfortable with a particular accessing methodology and varying sizes makes the system visually and physical more difficult to access. Automaticity is impaired.
Placing different size cells on a single page is a common feature of many existing communication boards. Generally speaking, people merge two or more cells together and expand the image to fill the new space. Of course, the smallest size of cell utilised must still be accessible to the Learner. The bigger cells become even easier to see and access. Note that, such a board cannot be produced with the current Voice Symbol software. However, if two boards were produced, one with eight locations and another with sixteen, it would be possible to splice them (simply cut the paper overlays with scissors!), after printing, to construct a twelve location board with 4 large and eight smaller cells.
Ordering Pages
Multiple pages in a communication book can be ordered:
- randomly (though this is not recommended);
- alphabetically;
- by frequency of use;
- by part of speech;
- by time factor / time of use (following a time-table for example);
- by Learner preference;
- specially: for example - personal information, followed by social sentences, followed by...
followed by the main body of communication system;
- other?
Whatever order is selected it should be the one that has proven to be the easiest for the Learner to comprehend and the fastest to use. A Learner may have worked with a particular ordering system for many years and may feel comfortable with that approach even though another order may eventually be faster. The Learner’s wishes should always be taken into consideration.
- randomly (though this is not recommended);
- alphabetically;
- by frequency of use;
- by part of speech;
- by time factor / time of use (following a time-table for example);
- by Learner preference;
- specially: for example - personal information, followed by social sentences, followed by...
followed by the main body of communication system;
- other?
Whatever order is selected it should be the one that has proven to be the easiest for the Learner to comprehend and the fastest to use. A Learner may have worked with a particular ordering system for many years and may feel comfortable with that approach even though another order may eventually be faster. The Learner’s wishes should always be taken into consideration.
Landscape or Portrait?
A further consideration is whether to frame the boards/pages as portrait or landscape. It is inevitably one OR the other as combinations of the two pose many practical difficulties. The choice will inevitably be decided on the vocabulary that has to be stored and how it is to be arranged.
The Learner’s physical dexterity may also affect the choice: for example, if a Learner has good side to side movement close to his/her body but is poor at the further arm extension required by portrait arrangement then it would be wiser to adopt a landscaped layout.
It may be that a particular Learner finds it easier to move down a page from top to bottom when constructing phrases. This could be supported by both portrait and landscape vistas. One would provide more room for choices per part of speech while the other would provide more room for different parts of speech.
The Learner’s physical dexterity may also affect the choice: for example, if a Learner has good side to side movement close to his/her body but is poor at the further arm extension required by portrait arrangement then it would be wiser to adopt a landscaped layout.
It may be that a particular Learner finds it easier to move down a page from top to bottom when constructing phrases. This could be supported by both portrait and landscape vistas. One would provide more room for choices per part of speech while the other would provide more room for different parts of speech.
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Techniques for assisting navigation through pages
If there are a number of vocabulary pages for a Learner to have to navigate in order to reach a desired item of vocabulary, there are a number of strategies that may assist this task. They fall into, at least, two 'camps':
- lexicosymbolic;
- physical;
Each 'camp' is detailed in a section below
Lexicosymbolic
Lexicosymbolic navigation refers to the movement through a set of pages in search of a particular symbol representing a particular unit of vocabulary (which could be a word, phrase, sentence...). Once a particular page is located, then the navigation is through the vocabulary on the page. Obviously, the easier and quicker the whole process, the less stressful and tiring and the more rapid the rate of communication. The more rapid the rate of communication, the more motivated the Learner to use the system. Some techniques follow:
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M.A.P. Meaningful Arrangement of Pages
Already covered above, pages are arranged in an order that is meaningful to the Learner. MAPs can include: - alphabetical; - grammatical; - frequency of use; - Learner preference or some other meaningful arrangement. The order only has to make sense to the Learner, for it is s/he that has the task of navigating the system. T.A.B. Tag Arranged Book Once mapped, individual sections should be tagged; that is they should have an attached tab that can be clearly seen and is meaningful to the Learner. The tabs could be different colours and each could have its own symbol illustrating the attached page(s) content as illustrated in the image of the green communication folder to the leftt. F.A.S.T. Facilitator Assisted Selection Techniques Another form of Assisted Page Turning involves a F.A.S.T. approach (Facilitator Assisted Selection Techniques. In this method, the Leaner indicates a required page to a facilitator via some system of encoding. For example, each page may have a specific alpha, number or colour code. The faciltator and Learner together may formulate a strategy such that the Learner can inform the facilatator as to which page is required. I know a person who informs his facilator using a 'virtual board'. For example, while driving, the facilitator can still hold a conversation with the person because they both know the person's communication board so well that the facilitator can go through the columns one by one (column one, column two ...) until the person indicates that the item he wants is located there and then the facilator can go through the vocabulary in that section. In colour encoding, the Learner, by looking at a particular colour on the main page of a communication book may thus ‘instruction’ a facilitator to assist by turning to the required page. |
Physical
The physical aspect of page turning can be difficullt for some Learners. There are a few techniques which may come to their assistance which can be easily and inexpensively undertaken:
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(A.D.)A.P.T. (Aided Dexterity) Assisted Page Turning
The pages in a communication book may be ‘fluffed’ to assist an individual to flip them more easily. Fluffing can be done by sticking some thick felt pads to the back of each page such that the pages cannot completely close together. The problem with this approach is that, by definition, it makes one edge of the communication book wider than the spine and therefore a little more difficult to store. Felt pads are avialble through the internet but there areany number of other ways to 'fluff' pages: - corn plasters; - furniture protection pads available from DIY stores; - spare carpet tiles (cut into small pieces) - draught sealant (available from DIY stores. Comes on a roll. Cut into small pieces); - small pieces of washing up sponges; - velcro (hoops); - Self adhesive cork tiles (cut into suitable sizes) - Use a glue gun to apply a little blob of glue to the underside of each page Some items will only fluff pages a slight amount but have the added benefit of providing a means of assisting some Learner to turn pages: - lollipop sticks (glued to each page that protude to allow them to act as an assisted page turning mechanism. As such sticks are generally pae in colour, they can be easily dyed or hand coloured to create some form of colour encoding system for the pages (see image right). - metal paper clips attached to each page can be picked up with a small magnet (just powerful enough to turn the pages). The magnet can be strapped to a finger, or fixed to a glove (or a finger of a glove), or a headstick, or ... - tin foil stuck to the underside of a page can provide a light weight addition which will respond to a magnet. The magnet could be housed in some form of hand held device which the Learner is capable of manipulating when needed. The magnet could also hold the device in a suitable place when not being used. - plastic pegs (these are usually only a temporary measure) - bag clips (the peg-like things you can buy to seal plastic bags) |
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