Look2Talk An Update - PowerPoint PPT Presentation

1 / 45
About This Presentation
Title:

Look2Talk An Update

Description:

Look2Talk - An Update. Katharine Buckley & Clare Latham. Overview. Background to the project ... A Guide to Developing and Using a Communication Book ... – PowerPoint PPT presentation

Number of Views:226
Avg rating:3.0/5.0
Slides: 46
Provided by: KRB
Category:

less

Transcript and Presenter's Notes

Title: Look2Talk An Update


1
Look2Talk - An Update
  • Katharine Buckley Clare Latham

2
Overview
  • Background to the project
  • Introduction to Look2Talk
  • Walk through the stages
  • Practicalities
  • On reflection
  • Talk Together

3
Background to the Project
4
Where did we start?
  • A Guide to Developing and Using a Communication
    Book
  • Stable core vocabulary that is available whatever
    is being talked about
  • Recognition that extra support needed for
    eye-pointing communicators not a simple
    adaptation!

5
First Attempt (2004)!
6
Look2Talk
  • Worked on the eye pointing book on and off for 2
    years
  • Then the Look2Talk project enabled us to try it
    out with six families over an 18 month period
  • The project came to an end in April 2008
  • Funders Elsevier Science Ltd, Eranda Foundation,
    Esmee Fairbairn Foundation, Gatsby Charitable
    Foundation, Good Neighbours Trust, John Horniman
    Childrens Trust, Kirby Laing Foundation, St
    Jamess Place Foundation

7
Project Outcomes
  • Guide Book
  • DVD with clips of children and tutorial clips
  • Templates for Boardmaker
  • Core and sample pages
  • Sturdy binder

8
Introduction to Look2Talk
9
Look2Talk Communication Book
  • A five-stage approach to making and using a
    communication book
  • Core vocabulary is available from every page
  • Core vocabulary develops and increases along
    developmental lines
  • An emphasis on the functional use of language
  • Enables achievement at identified speaking and
    listening P-levels
  • At each stage there are suggestions on
    readiness, and aims for both the learner and
    the communication partner
  • A lot of attention is given to communication
    partner skills
  • There is an emphasis on developing use of symbols
    through play

10
Key Themes
  • Ideas rather than perfect sentences

11
Key Themes
  • Taking the pressure off
  • Acknowledge difficulty of reading eye pointing
    harder for the partner than the child
  • Value current communication strategies this is
    adding to their existing system
  • Importance of the communication partner
  • A team approach

12
Walk through the stages
13
Stage 1
  • Taking the pressure off led us to move away
    from using an E-tran frame at this stage
  • Introduction
  • Empower the learners eyes within communication
    (pause, watch and respond)
  • Introduce photographs (for pleasure rather than
    choice-making)

Picture/video of child
14
Stage 1
  • Next steps
  • Introduce the individual symbols more and
    stop

Picture/video of child
15
Stage 2
  • Introduce communication book with core vocabulary
    more and stop
  • Suggest using either two or four topic symbols

16
Stage 2
17
What We Learned
  • Encourage all family members to use the symbols
    too
  • Help the child be in control of activities
  • Help the child to physically hold the toys
  • Be ready to change activities quickly
  • Change positions and allow for wiggle time
  • Get the communication book out at bedtime
    alongside other story books

18
What We Learned Contd
  • Need to think about how the book is positioned
  • May begin by keeping the book between you and
    your learner then move to side
  • Play doesnt always take place at a table!

Picture/video of child
19
Stage 3
20
Stage 3
  • Two new core words help and no
  • Introduce page turning within discrete activities
  • Encoding

21
What We Learned
  • Encoding can feel quite baffling at first
  • Note how Milly really emphasises her eye pointing
    to support her communication partner
  • DVD has tutorials on what is encoding, how to
    model encoding, and introducing the child to
    encoding

Picture/video of child
22
What We Learned Contd
  • Make just one page around a favourite game or
    story book and begin by using this yourself so
    your learner can see how encoding works
  • We started with two colours
  • Its the childs communication system - if they
    arent grasping encoding quickly, hold back on
    encoding for now so that their communication
    remains comfortable

23
Stage 3 Continued
24
Stage 3 Continued
  • More symbols on the page and more core words
  • Introduce a top page
  • Tamsin is able to use her communication book to
    share information

Picture/video of child
25
What We Learned
  • Re-tell strategy a useful way of practising the
    vocabulary
  • An expectant pause can be used to encourage the
    child to join in
  • Scribbling (see Karen Ericksons work re.
    emergent writing)

Picture/video of child
26
Stage 4
27
Stage 4
28
Stage Four
  • Core vocabulary now fills a whole page, but some
    core can be seen from every topic page
  • Core vocabulary includes question and some
    early describing words

29
What We Learned
  • Changing role of communication partner
  • Notice how Tamsins mum is beginning to challenge
    her a little e.g. what shall we do about it,
    would you like to ask me something, how can you
    ask me that
  • Also notice that they are just using the core
    vocabulary to support the activity
  • Eventually Tamsin does say question more to
    ask for some more

Picture/video of child
30
What We Learned
  • Play may change so that it can tell more of a
    story e.g. safari park, dolls house, cooking
    sets, etc.
  • With the move to more vocabulary on a page, the
    learner needs to be given more looking time
  • Also, as the play becomes more challenging, more
    thinking time may be required

31
Stage 5
32
Stage 5
33
Stage 5
  • Now full range of question words
  • Also words for working alongside peers e.g. idea,
    fair, etc.
  • Bliss type strategies now on every topic page
    combine, part of and opposite to
  • We introduced these through games
  • 8 blocks of 8 symbols on a page

34
Stage 5
  • Sophie uses her communication book to support her
    homework
  • Task write a story about someone that had
    inspired them
  • Mum selected vocab around the story
  • Sophie used it in her own way to tell a story,
    adding in hands and legs
  • Mum then reads aloud Sophies story

Picture/video of child
35
What We Learned
  • A dedicated page of verbs felt important at this
    stage
  • Communication partners role different again
    big job holding the conversation together e.g.
    Sophies mum sometimes wrote it down to avoid
    losing thread
  • But still a role for pause, watch and respond
  • Having a lot of vocabulary on one page does
    reduce the number of page turns but it makes it
    harder to read the eye-pointing, and which
    colour does get asked a bit!

36
Bridge to Stage 5
37
Bridge to Stage 5
  • Tamsin became ready for some of the Stage 5
    vocabulary but Tamsin and her family werent
    ready to move on to the Stage 5 page layouts
  • Pros and cons

38
Practicalities
39
Changes to the Folder
  • As it got fuller things started to go wrong!
  • Easel files are commercially available, but are
    designed to hold a small number of sheets of
    paper
  • Fine for getting started but we found that
    regular replacements were required

Picture/video of child
40
New Folder
  • Designed to hold more pages, to be more durable,
    and to be more sturdy

41
On reflection
42
On Reflection
  • Taking the pressure off in the early stages is
    absolutely vital
  • The communication partners role needs to develop
    and change across the stages
  • Families liked seeing all five stages
  • All families said felt would have struggled
    without demonstrations (DVD)
  • Siblings someone to play with, someone to talk
    about, someone easy and fun to talk with, the
    younger the better
  • Timing is important e.g. health issues, other
    life issues
  • Must not see it as a failure if symbol
    communication doesnt take off at any given
    time

43
Talk Together
44
Talk Together
  • A complementary vocabulary package
  • Full of tips and suggestions drawn in part from
    Look2Talk

45
Contact Details
  • Katharine Buckley
  • buckley_at_ace-centre.org.uk
  • 01865 759 820
  • www.ace-centre.org.uk
Write a Comment
User Comments (0)
About PowerShow.com