Directions and Diversions in the Design & Development of Communication
Boards & Books
Please note that this page is currently in develoment and therefore many of the links may not work or lead to incomplete pages.
What is a Communication Book or Board?

A Communication Book or 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!
This page leads to several other pages on this web site. Clicking on an image below will transport you to a particular page such that you can find out more information on that topic. There is a link at the bottom of the pages to return you directly to this page at any point. should you wish. Some of the sections below relate specifically to the Voice Symbol program: if you are not working with this program, these sections may be skipped. Most sections are generic and relate to all types of communication systems.
If you believe there are sections missing or something is not quite right, then please contact me using the contact sheet at the bottom of this page. I hope you find these pages illuminating and useful!
1. The Purpose of Communication Books and Boards

Sarah Blackstone (1993) described the purpose of a communication ‘display’ as being able to: “arrange language in space so individuals can, by selecting from the available options, say what they wish to say as quickly as possible, and can do so with a minimal amount of effort.” (Blackstone, S. 1993. Thinking a little harder about communication displays Augmentative Communication News, 6:1. ). Not all communication board designs fulfil this criterion.
Click on the image (left) to move to read more about the purpose of Communication Books and boards or to download the Sure Start Sheet paper.
2. Types of Communication Books and Boards

There are, at least, seven basic types of communication board. This page provides an explanation of each of these types and lists some of the advantages and disadvantages of their use.
Click on the image (left) to move to read more about the types of Communication Books and boards or to download the Sure Start Sheet paper.
3. Selecting Vocabulary for Communication Books and Boards

Vocabulary selection can be viewed as the process of choosing a small list of
appropriate words or items from a pool of all possibilities
(YORKSTON K., DOWDEN P., HONSINGER M. , MARRINER N., & SMITH K. 1988
The selection of vocabulary for augmentative communication systems is one of the most important tasks facing AACteams. The communication success of the augmentative communicator will be determined, in part, by this vocabulary.
(MORRIS K. & NEWMAN K. 1993 page 85)
Along with training issues, this presentation will focus on one area that can make or break a student’s success in mainstream education - the acquisition and control of language and vocabulary. It is critical that students included in mainstream education have access to a substantial amount vocabulary organized in a manner that promotes timely interaction
and linguistic transparency
(VAN TATENHOVE G.& VERTZ S. 1993 page 128)
A second reason for the board’s ineffectiveness was that Dawn’s vocabulary was much larger than the board could accommodate.
This reinforced her belief that speech was more dependable:
"The board doesn’t have the right stuff. It doesn’t have enough words to say what I want to say. It’s hard to use it when there are things you want to say and nothing is there. I might as well use my speech and take my chances."
(SMITH-LEWIS M. & FORD A. 1987 )
Click on the image (left above) to move to read more about the selection of vocabulary or to download the Sure Start Sheet paper.
4. Arranging Vocabulary in Communication Books and Boards.

Click on the image (left) to move to read more about the arrangement of vocabulary or to download the Sure Start Sheet paper.
5. Guidelines for creating Communication Books and Boards

Click on the image (left) to move to read the guidelines section of this page or to download the Sure Start Sheet paper.
6. Symbol Typeface

We are all used to seeing pages set out using different 'typefaces' in newspapers and magazines and books. A typeface is a set of one or more fonts, in one or more sizes, designed with stylistic unity, each comprising a coordinated set of glyphs. A typeface usually comprises an alphabet of letters, numerals, and punctuation marks. The term typeface is frequently mixed up with font; the two terms had more clearly differentiated meanings before the advent of desktop publishing. The distinction between font and typeface is that a font designates a specific member of a type family such as roman, boldface, or italic type, while typeface designates a consistent visual appearance or style which can be a ‘family’ or related set of fonts. For example, a given typeface such as Arial may include roman, bold, and italic fonts. A typeface then is more than just the use of a particular font.
As with the printed page so with symbols; indeed, a typeface may include ideograms or symbols or bemade up entirely of them. An establishment may decide on a particular 'typeface' for its use of symbols across the curriculum. Some Learner may respond to a particular typeface more than others.
Click on the image (left) to move to read the symbol typefaces section of this page or to download the Sure Start Sheet paper.
As with the printed page so with symbols; indeed, a typeface may include ideograms or symbols or bemade up entirely of them. An establishment may decide on a particular 'typeface' for its use of symbols across the curriculum. Some Learner may respond to a particular typeface more than others.
Click on the image (left) to move to read the symbol typefaces section of this page or to download the Sure Start Sheet paper.
7. Text within Communication Systems

Some people will prefer the use of text alone, others will need a symbol accompaniment.
It is generally considered good practice to have a text label accompanying a symbol. While not all symbol users will become literate, repeated exposure to the word with the symbol may eventually lead to sight recognition. Generally, text should be above the symbol rather than underneath. This is so that when Learners or others point to a symbol their hand does not obscure the text. Text should generally be lower-case, well spaced, sans serif format, with a clear distinction between the letters that many people confuse (b and d for example).
Click on the image (left) to move to read the text section of this page or to download the Sure Start Sheet paper.
8. Colour Coding Systems

Back in 1929, Edith Fitzgerald wrote a book entitled 'Straight Language For Deaf' which, as its name implies, is a manual on a method for teaching language and grammar to those people who have little or no hearing. Although Edith divides sentences up into parts of speech, and has a key system for doing this, at no point in the book does she talk about a colour encoding system (Fitzgerald's original key was based on a set of six symbols with each standing for a particular part of speech). However, such a colour encoding system has been attributed to her and it has become known as the Fitzgerald Colour (colour) coding system. It is a means to classify different parts of speech and to make them easily distinguishable from one another. Though there appears to be no one set colour standard for every part of speech in the system, some colours are consistently used:
adjectives blue pronouns yellow nouns orange verbs green
beyond that there appears to be a variety of colours used in what generally is referred to as a 'modified Fitzgerald key':
Click on the image (left above) to move to read the colour coding section of this page or to download the Sure Start Sheet paper.
adjectives blue pronouns yellow nouns orange verbs green
beyond that there appears to be a variety of colours used in what generally is referred to as a 'modified Fitzgerald key':
Click on the image (left above) to move to read the colour coding section of this page or to download the Sure Start Sheet paper.
9. Music, Songs, Sounds & Voices

Click on the image (left) to move to read the sounds section of this page or to download the Sure Start Sheet paper.
10 Memory Cells

Memory cells relates specifically to the use of the Voice Symbol system. If you are not working with this system, this section can be skipped.
Click on the image (left) to move to read the Memory Cells section of this page or to download the Sure Start Sheet paper.
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11. Adding Functions

Function keys are system command keys: such things as 'Clear the display', 'Speak the display', and 'Turn up the volume', etc are all functions. Different AAC systems have a slightly different set of functions and they may operate in diferent ways.
It is possible to add function keys to the pages of most AAC systems. The drawback, especially on pages with a small number of cells, is that the functions take the place in cells that could otherwise be used for language. It is therefore important to consider whether the use on functions on some ages is warranted.
Click on the image (left) to move to read the functions section of this page or to download the Sure Start Sheet paper.
It is possible to add function keys to the pages of most AAC systems. The drawback, especially on pages with a small number of cells, is that the functions take the place in cells that could otherwise be used for language. It is therefore important to consider whether the use on functions on some ages is warranted.
Click on the image (left) to move to read the functions section of this page or to download the Sure Start Sheet paper.
12. Language(s): Uses and Abuses

Click on the image (left) to move to read the working with language and languages section of this page or to download the Sure Start Sheet paper.
13. Preview Screen: Ideas for use

Click on the image (left) to move to read the Preview Screen page or to download the Sure Start Sheet paper.
14. Teaching Communication Books and Boards

Click on the image (left) to move to read the Teaching Communication page or to download
the Sure Start Sheet paper.
15. Teaching Grammar

Click on the image (left) to move to read the Teaching Grammar page or to download the Sure Start Sheet paper.
16. Ideas for AAC and Literacy

There is a growing awareness of the importance
of literacy in AAC supported by an ever increasing amount of presentations,
reference materials and publications.
“For persons who are unable to use their speech to help them in their literacy ascent, their AAC system can make a unique contribution to both the instructional scaffolding that supports their learning and the language foundation upon which the scaffolding depends.” Shirley McNaughton (Blissymbolics 2006)
Literacy is important in virtually all aspects of our daily lives. It is fundamental in education, at work, in accessing the internet, in communicating with friends (e-mailing and texting for example), in ordering food off a menu ...
Literacy is an important tool for AAC too. Without it, it is impossible to access the many thousands of fringe words in a language. Without it, the Learner is limited to those fringe words that are provided by the system in use. While fringe words, by definition, may only be required infrequently, never-the-less, when you want to say ‘triceratops’ it is nice to be able to do so without playing twenty questions with the listener.
“Currently, the majority of individuals who require AAC do not have functional literacy skills.”
Janice Light (The AAC – RERC Webcast Series 2010)
Click on the image (above left) to move to read the AAC and Literacy page.
“For persons who are unable to use their speech to help them in their literacy ascent, their AAC system can make a unique contribution to both the instructional scaffolding that supports their learning and the language foundation upon which the scaffolding depends.” Shirley McNaughton (Blissymbolics 2006)
Literacy is important in virtually all aspects of our daily lives. It is fundamental in education, at work, in accessing the internet, in communicating with friends (e-mailing and texting for example), in ordering food off a menu ...
Literacy is an important tool for AAC too. Without it, it is impossible to access the many thousands of fringe words in a language. Without it, the Learner is limited to those fringe words that are provided by the system in use. While fringe words, by definition, may only be required infrequently, never-the-less, when you want to say ‘triceratops’ it is nice to be able to do so without playing twenty questions with the listener.
“Currently, the majority of individuals who require AAC do not have functional literacy skills.”
Janice Light (The AAC – RERC Webcast Series 2010)
Click on the image (above left) to move to read the AAC and Literacy page.
17. Working with Symbols

"It's the power of using symbols that makes men lords of the earth"
Susanne Langer 1942, Philosophy in a New Key: A Study in the Symbolism of Reason, Rite, and Art)
Humans are ... 'The Symbolic Species'
(Terrence Deacon 1997, Penguin Press).
Sure Start Sheets

Click on the image (left) to move to move to the Download page for the Sure Start Sheets.
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