About this resource
A communication book lets people communicate anywhere, without batteries. This template provides an about-me page, topic pages for people, places, activities, feelings and questions, and blank grids for symbols or photos, with guidance on organising and modelling.
Purpose
To support the creation of a personalised, organised low-tech communication book.
Who it is for
Primary profession: Speech pathologists. Also relevant for disability support workers, educators and school support staff.
Client or participant group: Children and adults who would benefit from a low-tech communication book, with their speech pathologist and partners.
Practice setting: Home, school, day programs and community settings.
Suggested uses
- Building a personalised low-tech AAC book
- A backup to a high-tech device
- Communication in water, outdoors or on outings
- Supporting communication in new settings
Instructions for practitioners
- Plan vocabulary and organisation with the person and their speech pathologist.
- Keep page layouts consistent and add tabs for topics.
- Use symbols or photos the person understands.
- Model on the book during real activities.
- Review vocabulary regularly.
Instructions for clients or participants
- Turn to the page you need.
- Point to what you want to say.
Accessibility considerations
Print on card, laminate and bind. Choose symbol size and number per page to suit vision and motor access.
Scope and limitations
A template for building a communication book. It does not replace an AAC assessment or speech pathology advice.
Research basis
Modelling on the person's AAC system (aided language input) improves communication outcomes, especially expressive use, for people with complex communication needs. Visual schedules and other visual supports are established evidence-based practices for autistic children and young people, and are widely used with others who benefit from visual information.
- Biggs, E. E., Carter, E. W., & Gilson, C. B. (2018). Systematic Review of Interventions Involving Aided AAC Modeling for Children With Complex Communication Needs. American Journal on Intellectual and Developmental Disabilities, 123(5), 443–473. https://doi.org/10.1352/1944-7558-123.5.443
- Knight, V., Sartini, E., & Spriggs, A. D. (2015). Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 45(1), 157–178. https://doi.org/10.1007/s10803-014-2201-z
- Sennott, S. C., Light, J. C., & McNaughton, D. (2016). AAC Modeling Intervention Research Review. Research and Practice for Persons with Severe Disabilities, 41(2), 101–115. https://doi.org/10.1177/1540796916638822
- Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. FPG Child Development Institute, University of North Carolina. https://ncaep.fpg.unc.edu/wp-content/uploads/EBP-Report-2020.pdf
What is included
A 3-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced.
