Learn How to Easily Make a Communication Book with a PowerPoint.

I loathe filler intros, so let's get straight into in. You can use a program you already have on your computer to create a communication book for your kiddo who needs visual supports or as their main mode of communication.

Reference the previous post Making Communication Boards on PowerPoint to learn how to create the basic slide. Once you have that create a template for communication books and make sure you save it as "Template". Especially if you're provider individualizing books for multiple children on your caseload.

Core vs Fringe

First step, choose your vocabulary for the page. Keep in mind you can always add pages for adjectives- colors, shapes, sizes, etc. In this case fringe vocabulary, or context specific vocabulary is what your are going put on the pages. Core vocabulary is a set of words that can be used across activities, environments, and communication partners. This set would include " I", "Me", You", "want", "help", "more", "all done", for example. Fringe vocabulary would consist of words specific to one activity. For example, during playtime they typically gravitate towards, a doll, blocks, bubbles, play doh, and cars. Sometimes they'll play with a paint kit, puzzles, books, and a ball. You would put those pictures or photographs in their communication because if it's something they use, there will be a reason for them to use the book. You select highly desirable and some moderately desirable objects because if they like the toy they can be trained to ask for it. If you choose an item they don't care to begin with, they motivation to participate in using this novel communication book won't be there. If you're trying to develop their receptive vocabulary, you need to hold their attention, and to do that you need to start with items that motivate them.

For breakfast, maybe the child only eats cereal, pancakes, rice, eggs with ketchup, and drinks milk, guava nectar and mango juice. Those should be the symbols you create for the "Breakfast" page. I like to keep sentence strips and core vocabulary on a separate page, usually at the back of the book since they are more likely to navigate straight to the page with the symbol of what they want, I can then train them to pick up that picture and turn to the appropriate sentence strip. I also train some kids to respond to my questions " What do you want" or " Tell me what you want" by modeling the act of turning to the sentence strip page, picking up the correct sentence and navigating back to the appropriate activity page so they can then select the object, and put it on the sentence strip to work on increasing utterance length. This is when I usually work on tactile cues to articulate the appropriate production, depending on the individual child. Sounds in isolation, partial word, 1 word or the entire sentence. It just depends on what the child shows me they are ready for at that time. Even if the child isn't imitating me just yet, or if they don't tolerate tactile cues, I still bring their attention to my face and model the movements. You never know when they will attempt to imitate.

Field and Button Size

Once you have the vocabulary, you need to determine the appropriate button size and the field they should be presented in. Let's say this particular can only scan across 3 buttons anything more is overwhelming or just doesn't get processed. You can either limit the entire page to 3 buttons, or what I like to do, create 3-4 rows or 3 buttons each. I can use a blank piece of paper or even my hand to limit visual field as needed. Button size depends on what the child is able to pick up. If they need all four fingers to pull, the button is going to be large enough to accommodate. If they are isolating their finger movements, then a smaller symbol should be ok as long as visual skills are not impaired. If a child is isolating their digits, but has visual impairments, then #1, bold outlines, or highly contrasting colors may be necessary, tactile components may also be necessary and #2 a larger size button maybe needed. You can absolutely accommodate these needs and in doing so, create a book that meets their current needs and can also expand as their skills improve.

Multilingual Homes

The beauty of individualizing books and activity boards, is that you can add in the label necessary. If you have a child who uses English in the classroom, and Spanish at home, you can add one language on top, and one on the bottom of the symbol so any of the child's potential communication partners. Plus, if you're using pictures along with the words, which I do recommend even if the child can't read yet, the child's communication partner will be able to understand exactly what the child needs just by looking at the symbol. The real benefit is the child will pair the primary language label and the secondary language label with the object. You never know which one will become their preferred. The reality is some children are exposed to English at school, and at home, through cartoons and tv shows, and apps. It's only when in the care of elders ,grandparents for example, where they are exposed to a second language. While the older siblings and parents communicate with them in English.

Every household is different, and it is important to note that exposure to multiple languages HAS NEVER BEEN SHOWN TO BE DETRIMENTAL TO A CHILD'S OVERALL LANGUAGE DEVELOPMENT!!!!!!!!!!!!!!!!!!!

NEVER!!!!!!!!!!!!!!!

NEVER!!!!!!!!!!!!!!!

NEVER!!!!!!!!!!!!!!!

Even with children who are diagnosed on the spectrum.

Watch the videos below to learn how to set the tabs, create the template pages for your communication book, laminate and set up the book. Once you've completed your book, navigate to "Print". You can also save as a pdf to save space, and if you need to email a parent, or another caregiver a copy, the smaller file size will make that easier.