Chapter 6: Component 3 - Communication Boards

6.1. Introduction: from the isolated word to structured communication

After the introduction of visual cards (Chapter 5), the next step is to structure the communication. Communication boards make it possible to move from a one-off use of cards to a coherent organization of exchanges.

A communication board is a visual support grouping together several pictograms or words, organized in a logical way to allow the child to:

●        Making choices

●        expressing intentions

●        gradually build messages

As part of the AAC-Inclusion project, communication boards meet a clearly identified need: to help children organize their thinking and structure their interactions

6.2. Definition and function of a communication board

A communication board is a medium (paper or digital) on which several pictograms or symbols are placed.

The child can interact with this board by:

●        pointing to a pictogram

●        Looking at a symbol

●        touching an area

The board thus becomes a tool for active expression.

Main functions

Communication boards make it possible to:

●        express needs (I want...)

●        expressing emotions (I feel...)

●        express actions (I do...)

●        Initiate an interaction

●        participate in an activity

6.3. Recommended pedagogical structure

As part of this toolkit, a simple and effective structure is proposed:

Organization in three categories

Why this structure?

It allows you to:

●        Simplify understanding

●        Organize communication

●        cover essential needs

6.4. Types of communication boards

1. Simple Table (Beginner)

●        2 to 4 pictograms

●        Used in a specific situation

Example:

●        EAT / DRINK

2. Intermediate table

●        6 to 12 pictograms

●        Several categories

This allows for more choice.

3. Advanced Chart

●        Complete organization

●        Combination of pictograms

This is used to construct sentences.

6.5. Communication Board User Guide

Step 1: Introduction

Start with a simple table:

●        few pictograms

●        Clear situation (e.g. meals)

Step 2: Modeling

The adult demonstrates how to use the board.

Example:

"You want to DRINK" → point DRINK

Step 3: Interaction

Ask a question: "What do you want?"

Step 4: Child's response

The child can:

●        point

●        Watch

●        Touch

Step 5: Validation

The adult: confirms and acts.

6.6. Concrete example (meals)

Situation: a child does not ask for a drink.

Implementation:

1. table with:
• EAT
• DRINK
  
  
2. the adult asks: "What do you want?"
   
   
3. the child points DRINK
   
   
4. The adult gives water

Result :

●        Functional communication

●        Reduced frustration

6.7. Concrete example (class)

Location: collective activity.

The table contains:

●        PLAY

●        STOP

●        HELP

The student:

●        points to HELP

The teacher intervenes.

6.8. Progress in use

The use of the table must evolve gradually.

Level 1

●        Simple choices

●        Guided Answers

Level 2

●        More choices

●        spontaneous responses

Level 3

●        Combination of pictograms

●        beginning of sentence construction

6.9. Relationship with standardised pictograms

To ensure consistency, it is recommended to use pictograms from ARASAAC.

This makes it possible to:

●        Faster recognition

●        Continuity between tools

●        International standardization

6.10. Common mistakes to avoid

Overloaded board: cognitive overload

Poor organization: confusion

Lack of modelling: misunderstanding

Non-regular use: loss of effectiveness

6.11. Adaptation according to contexts

At home

●        Simplified table

●        Everyday situations

At school

●        richer picture

●        Suitable for activities

In a specialized context

●        Personalized table

●        Enhanced support

6.12. Preparing the table (practical guide)

Material

●        cardboard or plasticized support

●        Printed pictograms

●        Velcro (optional)

Steps

1. Choose pictograms
2. Organize by categories
3. Attach to the stand
4. Test with the child

6.13. Relationship to the Appendices

The tables presented in this chapter are available in:

●        Appendix 2: Printable visual communication board

●        Appendix 3: Evolving Tables (Beginner → Advanced)

6.14. Conclusion

Communication boards are a key step in the implementation of AAC.

They make it possible to:

●        structure communication

●        Promote autonomy

●        Improving participation

They are a central tool of the AAC-Inclusion toolkit.