Memory Books
What is a Memory Book?
A Memory Book is a form of 'diary' that can assist the Learner with the concept of time. However, a Memory Book is NOT:
- a scrapbook full of old memories such as pictures of childhood or
momentous moments of an individual life.
- a symbolic timetable of an individual's week.
- a home/school diary.
- a written log of a Learner's day.
Items (see next section) are pasted into the Memory Book to represent each session or part of a Learner's day.
Once begun, it becomes possible for the Learner to 'look back' at what happened within a particular period of time.
A Memory Book can utilise an existing (sturdy) diary or can be created from a ring binder with blank pages divided into time periods. When Items have been attached to pages, the Memory Book tends to thicken and so fixed books (such as diaries) are not necessarily as useful as loose leaf books (such as ring binders) which allow for pages to grow in stature! However, it is possible to use existing diaries.
Memory Books are suitable for children, young people, adults and the elderly. Anyone who has sever cognitive deficits for whatever reason may benefit from their use. Thus, people with dementia may benefit equally with the child experiencing PMLD.
Items in Memory Book
The ‘items’ that are pasted into Memory Books typically should be things that are meaningful (to the Learner) from the session: for example:
- a piece of the artwork produced;
- a ticket from a bus or a train journey;
- the logo from a bag of the shop visited;
- a digital image of the learner engaged in an activity;
- a small flat piece of dried food that was used in cooking;
- other ...
- a combination of the above.
It should not be a written report on how much ‘Jenny enjoyed this session’ (note: Learners with limited visual acuity will need 3 dimensional cues in their Memory Books).
Furthermore, the Learner must be actively involved in the completion of the Memory Book. Perhaps:
- using switch adapted electric scissors to cut out a part of the sessions work;
- assisting with the application of paste;
- helping to position the item on the page.
Staff can assist the Learner to complete a Memory Book according to the Learner's needs but they must never complete a Memory Book on the Learner's behalf: they must not do it for, they must do it with.
Schools, parents and all significant others can collaborate on this process to produce a Learner accessible historic record of the events that have occurred during the Learner’s day and the Learner's life.
A Memory Book is the property of the Learner much in the way that a diary is the personal property of its creator: it is not the property of a school or college or centre. It should always be treated with respect and with a certain degree of privacy for the Learner - would you want just anyone looking at your diary for example? Always ask the Learner's permission before working with the book even if the Learner may not be cognitively able to understand such a request.
- a piece of the artwork produced;
- a ticket from a bus or a train journey;
- the logo from a bag of the shop visited;
- a digital image of the learner engaged in an activity;
- a small flat piece of dried food that was used in cooking;
- other ...
- a combination of the above.
It should not be a written report on how much ‘Jenny enjoyed this session’ (note: Learners with limited visual acuity will need 3 dimensional cues in their Memory Books).
Furthermore, the Learner must be actively involved in the completion of the Memory Book. Perhaps:
- using switch adapted electric scissors to cut out a part of the sessions work;
- assisting with the application of paste;
- helping to position the item on the page.
Staff can assist the Learner to complete a Memory Book according to the Learner's needs but they must never complete a Memory Book on the Learner's behalf: they must not do it for, they must do it with.
Schools, parents and all significant others can collaborate on this process to produce a Learner accessible historic record of the events that have occurred during the Learner’s day and the Learner's life.
A Memory Book is the property of the Learner much in the way that a diary is the personal property of its creator: it is not the property of a school or college or centre. It should always be treated with respect and with a certain degree of privacy for the Learner - would you want just anyone looking at your diary for example? Always ask the Learner's permission before working with the book even if the Learner may not be cognitively able to understand such a request.
When
‘Memory Book Time’ should be fixed to the last few minutes (10 minutes?) of a session. It also acts as a ‘sensory cue’ about the timeline indicating that this session is about to end.
Staff should not fill in a Memory book on behalf of a Learner in advance of the session. It is extremely important that the Learner first experiences the activities within the session and then is actively involved in the creation of the 'memory'. There is no harm in staff preparing for Memory Book Time in advance, however, such that the items that will be needed are to hand and that time is not wasted.
It is also very important that Significant Others (Parents, carers, teachers, friends, relations, etc) explore the created Memory Book with the Learner, perhaps in the evening reviewing what happened earlier that day or, perhaps in an afternoon slot reviewing what happened that morning. It is of no use creating a tool and then leaving it in a bag or in a cupboard: it is to be used at least daily but preferably more than once a day. As a Memory Book develops and is in regular use, it will become a little tatty. This is to be expected and, in fact, almost desirable because it shows that it is in use. However tatty it becomes it has to be kept together for the period it covers at least with sticky tape and whatever else comes to hand until the period is up and a new Memory Book can be started.
When a new Memory Book is started, the old one must be kept safe: it is a precious record of a person's history and must continue to be used as such.
Staff should not fill in a Memory book on behalf of a Learner in advance of the session. It is extremely important that the Learner first experiences the activities within the session and then is actively involved in the creation of the 'memory'. There is no harm in staff preparing for Memory Book Time in advance, however, such that the items that will be needed are to hand and that time is not wasted.
It is also very important that Significant Others (Parents, carers, teachers, friends, relations, etc) explore the created Memory Book with the Learner, perhaps in the evening reviewing what happened earlier that day or, perhaps in an afternoon slot reviewing what happened that morning. It is of no use creating a tool and then leaving it in a bag or in a cupboard: it is to be used at least daily but preferably more than once a day. As a Memory Book develops and is in regular use, it will become a little tatty. This is to be expected and, in fact, almost desirable because it shows that it is in use. However tatty it becomes it has to be kept together for the period it covers at least with sticky tape and whatever else comes to hand until the period is up and a new Memory Book can be started.
When a new Memory Book is started, the old one must be kept safe: it is a precious record of a person's history and must continue to be used as such.
How
Parents / Significant Others can explore the Memory Book's recorded events of the day with the Learner each evening. The items contained on the pages should be a rich source of sensory stimulation for the Learner and promote a theme for communication between parents and their children. Of course, the Memory Book is not a one way system (school to home), it can also be used for parents / Significant Others to record evening and weekend activities and, thus, it gradually becomes a sensory record of a Learner's day, week, and ongoing life.
Memory Books can also be used to prepare a Learner for a forthcoming event by placing a cue to that event on the appropriate page in the Memory Book and then counting down to it by showing the reducing number of empty pages to the Learner as time progresses. Not all Learners will understand the concept but unless people attempt such things, they never will.
Memory Books can also be used to prepare a Learner for a forthcoming event by placing a cue to that event on the appropriate page in the Memory Book and then counting down to it by showing the reducing number of empty pages to the Learner as time progresses. Not all Learners will understand the concept but unless people attempt such things, they never will.
Why
A Memory Book, as it's name implies, helps a Learner to establish a personal history. Some people are trapped in the present and somewhat lost in space and time: a Memory Book is one technique which can help to free them from this situation. Having a knowledge of 'history' is extremely important to us all: it makes us what we are and, perhaps, it is a vital ingredient in what makes us human. Thus, anything that can assist the individual Learner with developing an awareness of history is an important tool. Other ideas for developing an awareness of history can be found here on the Talksense website's History Page. You can also get there by clicking on the image left. Once there, there is a route back here, if you wish to read further.
Rules
There are certain rules to the creation and usage of Memory Books such that they do not become something else such as a home school diary which are different things entirely.
- Entries should be relevant to the Learner and the session;
- Entries should be representative of the main activity during the session;
- Entries should be made in the last ten minutes of any session or period;
- Entries should NOT be the symbol for the session otherwise the
Memory book becomes a copy of the timetable;
- Entries should NOT be post-dated: that is, they must be done at the time;
- Entries should NOT be made without the presence of the Learner;
- The Learner should be immersed in the entry.
Not an observer but actually involved.
- Staff must not write in the Memory Book other than a brief explanation of the
attached entry/item if not self evident;
- The Memory Book itself should become familiar to the Learner ... a sensory experience.
- The Memory Book is the property of the Learner but the Learner may be assisted by any
Significant Other (Staff, Parent, carer ...) to complete entries.
- Entries should be made 24/7 ... throughout the day and everyday including weekends;
- Memory Books must be used, reviewed, talked about etc where appropriate by Significant Others
and not simply put in a bag and forgotten.
- A Learner's Memory Book should travel with him/her if s/he transitions to a new school, college or placement.
For example:
A Learner may spend a day going to a supermarket to buy ingredients to take back to base and cook a simple meal for him/herself. The morning session might be a discussion of the item to cook later in the day and what ingredients will be necessary. Then, catching a bus to the Local Tesco superstore and then locating and purchasing the food required. The bus ticket(s) should be kept so that it may be fixed in the diary as a record of the journey. The Tesco's logo from the carrier bag for the food can be used as a record of the store visited. It is therefore important that staff do not pay for the fare and collect the ticket such that the Learner has no experiences on which to base the items that will be fixed into the Memory Book. Likewise, the Learner should be actively involved in carrying the Tesco bag back to base. Back at base with the ingredients, the Learner can be assisted to complete the Memory Book such that relevant items (the ticket and the logo cut (by the Learner) from the Tesco bag are pasted into the appropriate location.
In the last ten minutes of the afternoon cooking session, A Learner may glue some of the dried ingredients used in the food preparation into his/her Memory Book. Staff may assist the Learner in the choice of items and help him/her with the gluing as necessary. During the process, staff should use simple language (accompanied by sign) to reinforce the concepts involved ... food... make meal ... eat.
Yes, but there are no dried ingredients they are all wet! Could you use a piece of potato peel or carrot peel dried in the oven and sellotaped to the page? If the Learner is self-aware, could you take a digital picture of the Learner eating the meal s/he has prepared and print it out and attach it into the relevant page of the Memory book?
Can I write in the Memory Book? Yes but only a few words to explain the meaning of the dried food entry to Significant Others. Simple explanations only NOT an opinion of how much the Learner enjoyed the session!
John goes swimming on a Tuesday morning every week. What should I put in the Memory Book? Sometimes it is difficult to find a small and meaningful item to attach. In such cases, a digital image of the Learner engaged in the activity is an acceptable substitute (if the Learner can see). However, in the case of swimming, as it is exactly the same every week a symbol could be used instead. Symbol should generally NOT be used as the Memory Book simply turns into a repeating copy of the weekly timetable which defeats the object of the exercise.
The first pages might include:
- A picture and relevant information on the owner of the Memory Book; This should NOT include an address to protect the
Learner if the book is lost but rather a contact telephone number of a Significant Other such that anyone finding the book
could return it.
- an explanation of the Memory Book for people who may be unfamiliar with the concept;
- a symbolic timetable for the week.
- Other (Communication Passport?)
- Entries should be relevant to the Learner and the session;
- Entries should be representative of the main activity during the session;
- Entries should be made in the last ten minutes of any session or period;
- Entries should NOT be the symbol for the session otherwise the
Memory book becomes a copy of the timetable;
- Entries should NOT be post-dated: that is, they must be done at the time;
- Entries should NOT be made without the presence of the Learner;
- The Learner should be immersed in the entry.
Not an observer but actually involved.
- Staff must not write in the Memory Book other than a brief explanation of the
attached entry/item if not self evident;
- The Memory Book itself should become familiar to the Learner ... a sensory experience.
- The Memory Book is the property of the Learner but the Learner may be assisted by any
Significant Other (Staff, Parent, carer ...) to complete entries.
- Entries should be made 24/7 ... throughout the day and everyday including weekends;
- Memory Books must be used, reviewed, talked about etc where appropriate by Significant Others
and not simply put in a bag and forgotten.
- A Learner's Memory Book should travel with him/her if s/he transitions to a new school, college or placement.
For example:
A Learner may spend a day going to a supermarket to buy ingredients to take back to base and cook a simple meal for him/herself. The morning session might be a discussion of the item to cook later in the day and what ingredients will be necessary. Then, catching a bus to the Local Tesco superstore and then locating and purchasing the food required. The bus ticket(s) should be kept so that it may be fixed in the diary as a record of the journey. The Tesco's logo from the carrier bag for the food can be used as a record of the store visited. It is therefore important that staff do not pay for the fare and collect the ticket such that the Learner has no experiences on which to base the items that will be fixed into the Memory Book. Likewise, the Learner should be actively involved in carrying the Tesco bag back to base. Back at base with the ingredients, the Learner can be assisted to complete the Memory Book such that relevant items (the ticket and the logo cut (by the Learner) from the Tesco bag are pasted into the appropriate location.
In the last ten minutes of the afternoon cooking session, A Learner may glue some of the dried ingredients used in the food preparation into his/her Memory Book. Staff may assist the Learner in the choice of items and help him/her with the gluing as necessary. During the process, staff should use simple language (accompanied by sign) to reinforce the concepts involved ... food... make meal ... eat.
Yes, but there are no dried ingredients they are all wet! Could you use a piece of potato peel or carrot peel dried in the oven and sellotaped to the page? If the Learner is self-aware, could you take a digital picture of the Learner eating the meal s/he has prepared and print it out and attach it into the relevant page of the Memory book?
Can I write in the Memory Book? Yes but only a few words to explain the meaning of the dried food entry to Significant Others. Simple explanations only NOT an opinion of how much the Learner enjoyed the session!
John goes swimming on a Tuesday morning every week. What should I put in the Memory Book? Sometimes it is difficult to find a small and meaningful item to attach. In such cases, a digital image of the Learner engaged in the activity is an acceptable substitute (if the Learner can see). However, in the case of swimming, as it is exactly the same every week a symbol could be used instead. Symbol should generally NOT be used as the Memory Book simply turns into a repeating copy of the weekly timetable which defeats the object of the exercise.
The first pages might include:
- A picture and relevant information on the owner of the Memory Book; This should NOT include an address to protect the
Learner if the book is lost but rather a contact telephone number of a Significant Other such that anyone finding the book
could return it.
- an explanation of the Memory Book for people who may be unfamiliar with the concept;
- a symbolic timetable for the week.
- Other (Communication Passport?)
Memory Boxes
A Memory Box can be used in addition to a Memory Book to keep safe particular items that simply cannot be attached within a Memory Book. However, the item in the BOX must be referenced by a (non-written) item in the Memory Book. For example, the Learner:
- went on a trip to a theme park and won an item at the fair. A photograph of the
Learner with this item is in the Memory Book and the item is stored in the Memory
Box such that it can be easily accessed when required. The initials M.B. are written
under the photograph in the Memory Book to tell Significant Others that the item is
available.
- goes out for the day and lots of photographs are taken. A photographic record of the
day is thus created in a little album (maybe a talking photo album). The album can be
kept in the Memory Box with only a single reference to it in the Memory Book.
- goes out for the day and a video is taken. The video is made available for the Learner
to view via a computer screen (perhaps via PowerPoint for example). Reference to where it to be found can be placed in the Memory Book.
Of course, it does not have to be a box it could be a particular place / position where such items are stored but if the Learner moves placements then the memories must go with him/her. The box might be a suitcase, for example, which can be stored in a cupboard or under a bed but is very easily accessible by staff.
It is important to note that these items are in addition to a Memory Book and not in place of it.
- went on a trip to a theme park and won an item at the fair. A photograph of the
Learner with this item is in the Memory Book and the item is stored in the Memory
Box such that it can be easily accessed when required. The initials M.B. are written
under the photograph in the Memory Book to tell Significant Others that the item is
available.
- goes out for the day and lots of photographs are taken. A photographic record of the
day is thus created in a little album (maybe a talking photo album). The album can be
kept in the Memory Box with only a single reference to it in the Memory Book.
- goes out for the day and a video is taken. The video is made available for the Learner
to view via a computer screen (perhaps via PowerPoint for example). Reference to where it to be found can be placed in the Memory Book.
Of course, it does not have to be a box it could be a particular place / position where such items are stored but if the Learner moves placements then the memories must go with him/her. The box might be a suitcase, for example, which can be stored in a cupboard or under a bed but is very easily accessible by staff.
It is important to note that these items are in addition to a Memory Book and not in place of it.
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