10-Minute Speech Practice That Doesn't Require Sitting Still

Last updated 2026-07-11

What is a low-tech communication book and who needs one?

A communication book is a physical set of pictures or symbols a child points to, hands to a partner, or scans with their eyes to say something without speaking. No battery. No screen. Just a page.

The term "low-tech" places it on the broader spectrum of augmentative and alternative communication, or AAC. The American Speech-Language-Hearing Association defines AAC as "all of the ways someone communicates besides talking" and includes communication books, boards, and picture-based systems as real tools ^[1]. This is not a consolation prize for kids who can't talk. It's a recognized clinical approach.

Kids who benefit from a communication book include late talkers who understand more than they can say, children with autism who are minimally verbal or use speech inconsistently, children with apraxia of speech whose motor control makes word production unreliable, and kids who already use an AAC device and need a backup they can take to the pool or sandbox.

Adults sometimes use them too, though that's a different design challenge than what this article covers.

Here's the honest answer on who needs one. If your child is frustrated by communication, a book is worth trying. It does not slow down speech development. A 2015 systematic review in the American Journal of Speech-Language Pathology found no evidence that AAC use inhibits speech, and some evidence it supports it ^[2].

What materials do you actually need to make one?

Nothing exotic. Here's a realistic list.

For the symbols, you have two main free options. Boardmaker's symbol library is the clinical standard, but the software costs money. The free alternative most families use is the Mulberry Symbol Set, an open-source library of over 3,000 symbols at no cost ^[3]. Snap Core First's symbol set (SymbolStix) is another option, though you'd be downloading screenshots. For photos, your own camera works fine, especially for specific vocabulary like your child's toys, their bed, or the family pet.

For the physical book, a 1-inch three-ring binder with tabbed dividers is the classic choice. Some families prefer a spiral-bound index card flip book for a smaller, easier-to-carry format. Others use a zippered pencil pouch with individual laminated cards on a ring.

Other supplies:

• A printer (color is strongly preferred; symbols read faster in color)
• Laminating pouches and a laminator, or a local print shop
• Velcro strips if you want symbols to be moveable
• Clear page protectors as a cheaper alternative to laminating individual pages
• Tabbed dividers, one per vocabulary category

Total cost runs roughly $15 to $40 if you already own a printer and buy a basic laminator. If you outsource printing and laminating to a copy shop, plan on $20 to $60 depending on how many pages you make. You do not need to spend more than that.

How do you choose which words and symbols to include first?

This is the decision that determines whether the book gets used or sits in a drawer.

Start with core vocabulary, not category nouns. Core words are the high-frequency words that show up across almost all communication: "more," "stop," "help," "want," "go," "no," "yes," "I," "you," "look," "like," "don't like," "done," "again." These 20 to 30 words make up roughly 80 percent of what most people say day to day, according to research on core vocabulary in AAC ^[4]. They belong on the first page or the cover, somewhere your child can always reach them fast.

Then add fringe vocabulary. Those are the specific nouns and topic words that matter to your child's life: favorite foods, siblings' names, preferred activities, places they go often.

A practical starting range is 30 to 80 symbols total. Fewer than 30 limits what a child can express. More than 80 can overwhelm a new user and make it hard to find anything. You can always add pages as your child's use grows.

Some clinicians organize by parts of speech (a core word section, a people section, an actions section, a feelings section, a places section) rather than by topic category. Both work. The parts-of-speech approach tends to produce more flexible language because it pushes kids to combine words. Ask your speech therapist which they'd prefer to see, since consistency between home and therapy matters.

One thing to avoid: only putting in things you want your child to request. Kids communicate to refuse, to comment, to ask questions, to greet, and to protest. A book with only request vocabulary feels limiting fast.

How do you organize the layout of each page?

Size and spacing matter more than people expect.

For most children under age eight, symbols should be at least 2 inches by 2 inches per cell. Smaller than that and pointing gets ambiguous. If your child has motor difficulties such as childhood apraxia of speech that affect hand control, go larger: 3-inch cells with a 4-per-page grid rather than 9 or 12.

Standard grid options:

Within each page, group related words together. Put the most frequently used symbols in the lower-right corner for right-handed children (or lower-left for lefties), because that's the easiest spot to reach over and over.

Color-coding by word type makes scanning faster. The Fitzgerald Key, a color system common in AAC, uses yellow for people, orange for verbs, green for descriptors, blue for nouns, white for other parts of speech, and pink for social words ^[5]. You don't have to use this exact system, but pick something and stay consistent so your child builds a mental map of where to look.

Label each symbol with the word in printed text below the image. Even if your child can't read yet, the adults around them can, and eventually that print starts to matter.

Step-by-step: how to build the book from scratch

Here's the actual process, in order.

Step 1: List your vocabulary. Write down 30 to 50 words in two columns: core words and fringe words specific to your child. Involve your child's speech therapist if you have one.

Step 2: Download or photograph symbols. Go to the Mulberry Symbol Set library or use Google Images for straightforward nouns. For your child's personal items, a photo from your phone printed at home is fine and often more recognizable than a generic symbol.

Step 3: Build a template. Use Google Slides, Microsoft Word, or a free tool like Canva. Set up a grid with consistent cell sizes. Paste in symbols, add text labels below each one, and apply your color-coding scheme.

Step 4: Print in color. Standard 8.5 x 11 printer paper works. A 3x3 grid with 2-inch cells fits 9 symbols per page comfortably.

Step 5: Laminate. Even a cheap $25 home laminator makes a big difference in durability. Or slide pages into heavy-duty clear page protectors.

Step 6: Assemble in the binder. Put core vocabulary on a cardstock insert inside the front cover so it's always visible when the book is open. Tab the rest by category.

Step 7: Make it accessible. The book is useless if it lives on a shelf. It needs to be wherever your child is: the kitchen table, the backpack, the car seat pocket. Some families make two copies, one for home and one for school.

The whole process takes two to four hours the first time.

How do you get your child to actually use the communication book?

This is where most books fail. Not because they were built wrong, but because nobody modeled them.

Modeling, sometimes called aided language stimulation, means you point to symbols in the book while you talk, throughout the day, without requiring your child to do anything back ^[6]. You say "want more?" and you touch the "want" and "more" symbols at the same time. You say "all done" at the end of a meal and you point to "done." Over and over. Research suggests children need to see a symbol used many times before they'll use it themselves, with estimates ranging from 20 to over 100 exposures depending on the child.

Don't prompt your child to "say" something by physically guiding their hand to a symbol, especially if they haven't shown interest in pointing to it themselves. That approach, called full physical prompting, can chip away at a child's sense of agency. Point yourself and wait instead. Pause for longer than feels comfortable. Ten seconds is not too long.

Make it motivating. Introduce the book during preferred activities first: snack time, a favorite game, a show they love. "Want" and "more" and "stop" and the name of the show will get used if those are the contexts you practice in.

If your child gets early intervention services, ask the team to use the same book layout and vocabulary at sessions. Consistency between settings speeds acquisition significantly.

Expect a ramp-up of six to twelve weeks before you see reliable independent use. Some kids click faster. Some take longer. That range is normal and not a sign the book is wrong for your child.

What free tools and symbol sets can you use to make symbols?

The best free options right now:

Mulberry Symbol Set: Over 3,000 open-source symbols under a Creative Commons license. Download them individually or in bulk. The quality is good. These are the symbols used in many open-source AAC apps ^[3].

Global Symbols: A nonprofit that pulls together multiple symbol sets, including Mulberry and Tawasol Symbols. Their website lets you search and download symbols for free.

Do2Learn: Offers free printable communication boards and some symbol sets, handy for social skills and routine cards.

Google Images plus a printer: Honestly fine for photos of real objects, especially anything specific to your child's life. A picture of their actual cup communicates faster than any clip art version.

Canva: The free tier lets you build grids, add text, and export to PDF. Not designed for AAC, but flexible enough to work well.

Boardmaker Share: Boardmaker's community site has thousands of pre-made boards you can download. You don't need a paid Boardmaker license to download from Share, but you do need a free account.

One caution: mixing symbol sets on the same page (some Mulberry, some SymbolStix, some photos) can make pages look inconsistent. It's not the end of the world, but try to stay consistent within a page.

How is a communication book different from an AAC device or app?

The difference comes down to output, durability, and cost.

A dedicated AAC device generates speech through a speaker when a button is pressed. Communication books don't make any sound. That gap matters in some situations. A child who communicates by touching their book still needs a partner watching to receive the message. A device broadcasts the message out loud, which works at a distance and asks less interpretation of the adult.

On durability and cost, the book wins. A full high-tech AAC device costs $6,000 to $12,000 or more without insurance. A communication book costs under $50 to build. Books don't run out of battery, don't need a case, and don't create panic when they hit the floor.

Most speech therapists recommend starting with a low-tech book, or using one alongside any device work. If a child is trialing devices, the book is a backup. If a device's insurance coverage is stuck in prior authorization, the book is the bridge. Some children use both indefinitely, reaching for whichever is closer.

The research does not show that one format is clearly better for language development than the other. The best format is the one your child actually uses consistently ^[2].

If you're also looking at autism spectrum speech therapy for your child, your therapist will likely want a say in the AAC format decision.

Can a communication book work for a child who already uses some words?

Yes, and this is underused.

Children who speak in single words or short phrases often have a much larger expressive vocabulary when they can point rather than say. A child might reliably say "juice" but struggle to produce "I want more juice please" by mouth. A communication book lets them build that phrase by pointing to "I," "want," "more," "juice" in sequence, which teaches word order and stretches sentence length without waiting for speech motor skills to catch up.

For children with echolalia, a book offers a more intentional communication option alongside echoed phrases. It doesn't replace the echolalia. It runs parallel to it. If you want to understand how echolalia and AAC relate, the section on echolalia covers this in detail.

Speaking children with apraxia of speech often see the clearest benefit. They know exactly what they want to say, and the frustration of motor breakdowns is real. A book gives them a reliable channel.

The concern parents raise most is "won't this make them lazy about talking?" The evidence says no. AAC use does not suppress speech attempts. Having a reliable way to communicate often reduces frustration and sometimes frees up mental effort that was going into forcing speech ^[2].

How do you keep a communication book updated as your child grows?

Plan to revisit the vocabulary every three to four months at minimum.

Watch for two signs a page needs updating. First, your child keeps pointing to the same symbols but seems frustrated, which usually means they want a word you haven't included. Second, you notice symbols that never get touched, which means either the word isn't relevant or the symbol is confusing and should be swapped for a photo.

Add vocabulary in layers. Start with core words, then the first tier of fringe (food, family, activities), then go deeper into subcategories as your child's use grows. You might add a whole page on school vocabulary when they start preschool, or a page on medical words if they have frequent appointments.

Remove symbols that haven't been used in three months and aren't expected to come up seasonally. A crowded page with dead symbols wastes search time.

If you're using Little Words, the app's vocabulary tracking shows which concepts your child gravitates toward, which can tell you what to add to the physical book for moments when screens aren't available.

Keep a master digital file of all your page templates. When the laminate peels, the binder gets wet, or the dog chews a page, you want to reprint in ten minutes, not rebuild from scratch.

What does a speech therapist do differently from what a parent can build at home?

A speech-language pathologist brings three things a parent building alone usually doesn't have: a formal communication assessment, knowledge of the full AAC evidence base, and the ability to write the system into a child's IEP or treatment plan in a way schools and insurers accept.

A formal AAC evaluation looks at the child's motor skills (can they point accurately, do they need eye-gaze access), language comprehension level, vision, and current communication functions. That assessment shapes decisions about grid size, symbol type, and access method that parents without clinical training might get wrong.

The American Academy of Pediatrics recommends that children with suspected speech or language delays be referred to a speech-language pathologist, and that AAC should start early rather than waiting for a child to "be ready" ^[7]. The AAP's position is that no child is too young for AAC.

That said, building a communication book at home before or between therapy appointments is genuinely useful, not something therapists tend to discourage. Most SLPs will give you a vocabulary list and layout feedback if you ask. If you don't yet have a therapist, early intervention services are federally mandated for children under three under IDEA Part C, so an evaluation is free and available to any family who requests it ^[8].

IDEA's text says services must be provided "at no cost to the family" when a child qualifies, which includes any assistive communication tools recommended in the IFSP ^[8].

What are the most common mistakes people make when building a communication book?

A few come up over and over.

Only including nouns. A book full of objects lets a child label but not communicate wants, refusals, or feelings. Core words fix this.

Making it too big too fast. A 200-symbol book on day one overwhelms most beginners. Start small and earn the right to add more.

Keeping it in one place. The book has to travel. If it stays on the kitchen counter, your child can only communicate there.

Not modeling. Parents often hand the book to the child and wait. The child has no idea what to do with it. You have to show them, hundreds of times.

Using only requesting vocabulary. "Want," food words, and activity words are essential, but a child also needs to say "stop," "I'm hurt," "I'm sad," and "look at that." Design for every communication function.

Skipping color-coding. Unlabeled black-and-white symbols on white backgrounds are genuinely harder to scan. Color and labels matter.

Giving up too soon. Six to twelve weeks of consistent modeling before you expect independent use is a normal timeline. Many families quit at three weeks and decide the book doesn't work.

One more that surprises people: making the book too precious. If it's beautiful and laminated and you're nervous about it getting damaged, you'll unconsciously limit where it goes. Make it sturdy enough to be dragged around. Make a backup copy. Let the book get used.

Frequently asked questions

How many symbols should a beginner communication book have?

Start with 30 to 50 symbols. That range is enough to communicate meaningfully across common situations without overwhelming a new user. Put 20 to 30 core words (like "want," "more," "stop," "help," "done") front and center, then add fringe vocabulary specific to your child's life. You can expand to 80 or more symbols as your child gets comfortable finding words in the book.

What age can a child start using a communication book?

There's no minimum age. The American Academy of Pediatrics supports introducing AAC early, and SLPs routinely build simple communication books for children as young as 12 to 18 months who have communication delays. For very young children, keep it simple: four to nine large symbols per page, real photos where possible, and high-motivation words like favorite foods and activities.

Do I need a speech therapist to make a communication book?

You don't need one to get started, but a speech-language pathologist can assess your child's motor and language abilities to make sure the grid size, access method, and vocabulary match your child's actual profile. If you build one at home first, bring it to therapy for feedback. If your child is under three, an early intervention evaluation is free under federal law and should include an AAC consult if needed.

What's the best free symbol set for a homemade communication book?

The Mulberry Symbol Set is the most widely used free option. It has over 3,000 open-source, Creative Commons-licensed symbols covering core and fringe vocabulary. Global Symbols aggregates several free sets in one searchable site. For anything specific to your child's life, photos from your phone printed at home are often clearer and more motivating than any generic clip art.

Will using a communication book stop my child from learning to talk?

No. This is the most common fear parents raise, and the research consistently disagrees with it. A 2015 systematic review in the American Journal of Speech-Language Pathology found no evidence that AAC use inhibits speech development. Many children who use AAC books keep developing speech alongside them, and the drop in communication frustration sometimes supports more speech attempts, not fewer.

How do I organize the pages of a communication book?

Use tabbed dividers to separate categories: core words, people, feelings, food, activities, places, and school or therapy are common sections. Keep core words on the inside front cover so they're always accessible. Color-code by word type using a consistent scheme like the Fitzgerald Key. Within each page, put the most-used symbols in the lower-right corner, the easiest spot for most right-handed children to reach.

Can a child use a communication book alongside a high-tech AAC device?

Absolutely, and most SLPs recommend it. The book is a backup for when the device is charging, at the beach, in the bathtub, or being repaired. Some children prefer the book in quiet settings and the device in louder environments where speech output matters. Using both doesn't create confusion; it gives your child more options.

How do I get my child to point to the book instead of grabbing or crying?

The key is modeling consistently before expecting any independent use. Point to symbols yourself during daily routines dozens of times a day without requiring a response. Introduce the book during preferred activities first. Pause and wait after modeling, giving your child 10 or more seconds to respond. Over six to twelve weeks of this, most children begin initiating on their own as they learn the system works.

What paper and laminating setup works best for durability?

Print on standard 8.5x11 card stock rather than printer paper if possible, since it survives handling much better. Run pages through a home laminator (a $25 to $35 model is fine) with 5-mil pouches, which are thicker and more durable than 3-mil. Or slide pages into clear page protectors inside a three-ring binder. Expect to reprint and relaminate individual pages every six to twelve months with regular use.

How is a communication book different from a PECS system?

PECS (Picture Exchange Communication System) is a specific structured protocol where a child physically hands a picture card to a partner to make a request. A general communication book is pointed to rather than exchanged, covers a wider range of communication functions beyond requesting, and doesn't follow PECS's phase-based training sequence. Both are valid low-tech AAC approaches. PECS requires therapist training to implement correctly.

My child ignores the communication book. What should I try?

First, check that the vocabulary matches what your child actually wants to talk about. A book full of words a child doesn't care about won't get used. Second, make sure you're modeling it yourself more than offering it. Third, try introducing the book only during one highly motivating activity for two weeks before expanding. If the book has been available for more than three months with consistent modeling and zero use, ask your SLP to reassess the layout, symbol type, or access method.

Should the communication book use photos or drawn symbols?

It depends on the child. Many beginners find real photographs easier to recognize because the connection to the object is direct. Drawn symbols (like Mulberry) are more flexible for abstract concepts and travel better across contexts. A common approach uses photos for highly specific personal vocabulary (family members, specific toys, your child's actual cup) and drawn symbols for core and fringe words. You can mix both in the same book.

How do I make a communication book for school so teachers will actually use it?

Build a duplicate copy specifically for the school bag. Include a one-page guide inside the front cover explaining the color-coding, how to model, and your child's most common communication functions. If your child has an IEP, ask for the communication book to be written in as a support with staff modeling expectations spelled out. Consistency between home and school vocabulary speeds up a child's use of the system a lot.

Sources

1. ASHA, Augmentative and Alternative Communication overview: ASHA defines AAC as all ways someone communicates besides talking, explicitly including communication books and picture-based systems
2. Millar, Light, & Schlosser (2006), American Journal of Speech-Language Pathology, AAC and speech development systematic review: Systematic review found no evidence that AAC use inhibits speech development and some evidence it supports it
3. Mulberry Symbol Set, Straight Street (open-source AAC symbols): Mulberry Symbol Set provides over 3,000 open-source, Creative Commons-licensed symbols free for download
4. Beukelman & Mirenda, Augmentative and Alternative Communication (5th ed.), core vocabulary research: Core vocabulary words make up approximately 80 percent of what most people communicate day to day
5. Fitzgerald, E. (1949), Fitzgerald Key color coding system for AAC: The Fitzgerald Key assigns specific colors to word types: yellow for people, orange for verbs, green for descriptors, blue for nouns, white for other words, pink for social words
6. Drager et al. (2006), Journal of Speech, Language, and Hearing Research, aided language stimulation research: Aided language stimulation (modeling on the AAC system while speaking) is the primary evidence-based strategy for teaching communication book use
7. American Academy of Pediatrics, AAP Policy on AAC and early introduction: AAP recommends referral to SLP for suspected speech delays and supports early AAC introduction rather than waiting for readiness
8. IDEA Part C, 20 U.S.C. § 1431 et seq., Individuals with Disabilities Education Act early intervention mandate: IDEA Part C mandates free early intervention evaluations and services for children under three, explicitly at no cost to families, including assistive communication tools in IFSPs
9. ASHA, Evidence Maps for AAC interventions: ASHA evidence maps summarize research outcomes for AAC system types including low-tech communication books
10. National Institute on Deafness and Other Communication Disorders (NIDCD), AAC fact sheet: NIDCD describes low-tech AAC tools including communication books as viable options for individuals with complex communication needs