What did you do / what are you doing?
The project provides free access to Boardmaker software in 16 libraries across Leeds.
It is a collaboration between the Library service, the Education Leeds’ Specialist Teachers Autism Response Service (STARS) team and NHS Leeds Speech and Language Therapy (SLT) Service.
Library staff have had autism awareness training as well as training in Boardmaker from the STARS and SLT teams so that they can offer training for families in how to use Boardmaker.
Parents can then come into the library to use Boardmaker to print their own symbols. Printing costs 15p a sheet but the library provide laminators and parents can laminate sheets and symbols for free.
As a result of feedback from parents the project has also been expanded to offer monthly autism advice sessions to parents. These operate on a drop in basis and parents can therefore also share problems with each other in a mutually supportive group.
About Boardmaker
Boardmaker is both a drawing program and a graphics database which contains more than 4,500 Picture Communication Symbols™ (PCS) in 44 languages. PCSs effectively represent language for individuals of all ages and abilities. They can be used to create:
• Visual schedules and social skills stories for children with autism spectrum disorders
• Materials to reinforce common educational, behavioral, and functional living skills
• Books and symbol-supported literacy activities
• Communication boards and device overlays for non-verbal students
• Worksheets and activities for English language learners
• Song and story boards for preschoolers
• Articulation flashcards and fluency cue cards
Who with?
The project works with children and young people from pre-school to 25.
The project involves library staff, the Education Leeds’ STARS team and NHS Leeds SLT Service.
Where you are based?
The project offers access to Boardmaker in 16 libraries across Leeds, however, it is available to anyone visiting the library and has been used by parents from outside the immediate area. Location of the libraries where the software is based was decided by matching the geographical location of families in touch with the STARS team, and special schools with the most convenient locations.
What did you want to achieve?
The project originated from a request from one parent for access to Boardmaker software. Based on this request the original objective was to respond to this request by making the software freely available in libraries.
However, the project manager wanted to ensure that the project worked well and wanted parents coming in to have access to staff who were both knowledgeable about the software but also aware of autism and how important the software might be to parents. To better understand the needs of families who have autism, staff from the library service arranged to meet autism professionals from the NHS and Education Leeds. This led to a greater understanding of families’ needs and a strong partnership between the three services, which in turn led to the project objectives widening.
The ongoing objective is now to support families of children with autism spectrum disorders by providing a range of sustainable services and resources in libraries across Leeds. The number of libraries involved was originally 10, it then expanded to 16, and they are hoping to expand again to offer the software in 25 libraries.
Librarians now deliver Boardmaker learning sessions to the public. Library staff, the STARS team and SLT staff have set up a programme of monthly drop in advice sessions for parents of children with autism. The STARS team had tried to set up something similar in the past but lacked a suitable venue, working together the services have been able to achieve far more.
In addition the library service have now added to their stock of books on autism from a list that the STARS team give out to parents with a child newly diagnosed with autism.
The project has grown and developed directly as a result of input and feedback from parents. ‘Everything has been driven by the parents, right from the original request. The fact that we added the monthly workshops was because the parents have asked for it, and because they were asking questions we as library staff couldn’t answer but knew that partners could.’
To what extent did you meet these outcomes?
Evaluation has shown that over 100 people have benefited from Boardmaker learning sessions. The sessions have been delivered to teachers, school support staff, children’s centre staff, social workers, clinical psychologists and workers from Voluntary Action Leeds and Mencap.
As a result of using Boardmaker in libraries at least four schools have purchased Boardmaker software.
Feedback suggests that parents, the STARS team and library staff have found the monthly advice sessions extremely rewarding. As well as families already known to the STARS team parents of children who have not yet received a diagnosis are coming to the sessions for guidance and support.
On the Computers where Boardmaker is installed it is often the third most popular software after internet explorer and Microsoft word. Over the last 12 months it has been used 605 times for a total of 141 hours.
What is the impact on the Children / Young people?
The library rarely sees the young people themselves, as library staff mainly work with parents and carers. They have identified a number of benefits for families and have also collected case studies which illustrate the benefits to children.
Families:
• Families know that ASD and associated communication and behavioural issues are more widely understood and accepted by library staff.
• Families have easy access to Boardmaker software and no longer have a long wait for new symbols.
• Families no longer have to buy books to find out more about their child’s condition. The books that STARS recommends are now available from any of the 53 libraries in Leeds.
• Families have access to informal advice and support sessions.
Children:
• Parents report that access to this wide range of symbols opens up a new world of communication between them and their children.‘When STARS were working with us, my STARS worker used to bring me some symbols when she came to visit, and I brought some symbols with animals on from eBay. So I’d got a few, but nowhere near what I needed. I haven’t been able to expand communication with him because I didn’t have the facilities. But now I’m in the library about three times a week and I’ve been printing out all sorts of symbols. The next step will be emotions and things like that.’
‘For me it was fantastic because it stopped a lot of his aggression. It’s so nice for him now to be able to use his symbols to say, “I want this.” or “I want that.” He can ask for something and interact with the world. Since he’s been using symbols his speech has developed a little bit too. He does try to say what’s on his sentence strip. Without the symbols, he just doesn’t even make the effort to speak.’
Library staff have had feedback from parents about numerous situations in which use of the symbols to explain what is happening (for instance on a plane journey) has significantly reduced anxiety and their behavioural problems.
What difficulties did you need to overcome? In setting up the project Jason tried to address things before they became difficulties. He realised early on that he needed to explain to staff what the software was and why parents would be coming in and laminating things. The answer was autism so staff needed to understand about autism.
So training in autism awareness and training in the software was needed. Autism awareness training was done by partners who did a half day session for 20 staff and those staff were able to cascade down. There was then another session on using the software and why it is so important to parents of children with autism.
Another issue to address was the best spread of the software licenses that the library had purchased. Initially the decision was to place the 50 copies in 7 or 8 libraries with 7 copies in each, so that parents could come together and support each other. However, they understood from parents that easy accessibility was a key requirement – ‘When they want a symbol they need it there and then, if going to the dentist on Thursday then they need some symbols on Wednesday.
Setting up the support group and networking opportunities was also a case of trial and error. Initially opportunities were set up locally with about 5 across the city but with small group sizes there was a pressure on parents to come in order that the groups were sustained. They therefore set up the City wide support group at the central library. This attracts at least 15 and sometimes up to 30 parents so there is no pressure on any individual parent to come back, ‘the group doesn’t need any one parent to survive. It’s very informal and casual.’
They learnt therefore that contrary to their original thinking that parents would want access to the software and symbols and advice in the same place wasn’t what was wanted. Parents wanted access to symbols without having to travel great distance but were prepared to wait for advice and support.
Strictly speaking the project does breach Copyright laws. However, the Library Service checked with Meyer Johnson who produce Boardmaker. Meyer Johnson felt that it was important to support the project because some families can’t afford the software and if they can then it may in any case lead to sales in the longer term. Meyer Johnson are now using Leeds as an example of what can be achieved.
Is the impact/outcome sustainable? When the library service initially brought the software they had external funding from UK online centres. Once they had established it would be beneficial they therefore had the money to fund it. That funding has now finished, but there is core funding and other budgets to bid from.
The basic costs are the software and laminating equipment. This year the library service is looking to extend the software licenses to a further 9 libraries.
Things like the books on autism also come out of core library budgets so that is sustainable. The library looks carefully at resource requests. For instance the SLT did suggest getting more Makaton resources, but they tend to be resources that families use at home so are not ideal for libraries and are not reusable. The STARS team do bring things like that to monthly sessions so families can see them and can decide whether or not they think they might be useful and benefit from them.
Scale of work The project is a Leeds City project and is based only in Leeds City libraries but people from outside are able to come in and use the software as casual users.
Because of the partnership with the STARS team who have 300 families on their caseload that formed an immediate audience. However, the library service is aware that up to 1% of the population have autism. In Leeds there are 750,000 people living and working, so there may be 7,500 with autism who might benefit from the symbols.
The service is aware that word of mouth and marketing has meant that parents not known to STARS team have benefited.
The project is now looking at expanding user groups looking at other groups with speech and language difficulties including those with stroke problems and dementia.
What are you most proud of? Those involved are most proud of the impact that it has had and that it has worked, the partnership is at the basis of that – the fact that the package is holistic. When the library staff are helping parents the parents often have questions that the library staff can’t answer but can refer them to the advice session. Parents are getting the help that they need not just with the symbols but also with how they might use them. Partners are directing parents to libraries. ‘The best thing is peer to peer recommendations, but the next best thing is when you’re recommended by another service that the family trusts.’
It is sustainable and longterm.
Were all the stakeholders views of the outcomes positive? There are some parents who want it in their local library. The project is planning to expand further however, some of the libraries are only open 12 hours a week so it wouldn’t be cost effective to base it in those libraries – the vast majority of the time it would be locked away. They have done their best by looking at the geographic spread of those on the STARS case load and the location of special schools but also how many computers there are in a library and what the opening hours are so that parents have a fighting chance to get on a computer and get to the library when its open.
What would you like to improve? More copies and keeping on top of the training.
Staff were all trained ahead of the initial launch but there is a fairly regular staff turnover and also movement of staff in between libraries. It is therefore really important to try and keep on top of ensuring that librarians in libraries with software are trained in software and autism awareness. Jason the project co-ordinator doesn’t mange people so can only encourage, not insist.
Jason would also like to reduce the waiting time for the initial training session for parents. There are different waiting time in different libraries depending on staffing levels and numbers of trained staff. Jason would prefer it if it was more uniform across the city so that wherever you walk in you get a quick response. At the moment Jason will sometimes go out himself to a library if a parent needs a session and the library staff can’t respond quickly enough to meet the parents’ need.
The Library Service is buying more copies of the software but also purchasing Boardmaker plus, which talks and is interactive for Central Library.
What aspects of what you achieved can be passed on to others? Even if there’s no money then one copy could be put in one central library. If that is then backed up by partnerships and regular meeting and advise.
Leeds are very aware that ‘what we’ve done hasn’t got to be the way to do it. We have staff who sit with people who help them use computers, that may not be the same in other library authorities.’
Leeds feels that the only essential element which does need to be replicated is the partnership element.
This is particularly crucial in terms of staff satisfaction because staff can pass people on for further advice if they don’t know the answer. It is also positive in that parents are coming in regularly so staff build up relationships with parents and they get to hear the good stuff as well as the difficulties and the difference that the programme has made. Particularly in bigger libraries it is easy to lose that personal contact.
Some staff have created symbols for parents at short notice for something like a trip to the dentist. Staff printed them off and mother could just come and pick them up and then came back and said thank you and how much it had helped.
Supporting quotes This project has been both innovative and empowering for parents. Boardmaker is now freely available for parents in libraries across the city. With advice and support from local libraries parents are able to make, print and laminate visual support materials for their children. The library service is actively facilitating communication development for this group of children. For children with autism and their families, this project has been the most significant development in the city this year. (Lesley Lewis, Advanced Skills Teacher in Autism)
‘I don’t feel so isolated or overwhelmed now. It really has made things easier and I feel very lucky that this has become available at the time James was diagnosed.’
‘Without the symbols, he just doesn’t even make the effort to speak… for me and him, in our little world, pictures are fantastic.’
‘It was fantastic because he had a way of communicating. For me, it was fantastic because it stopped a lot of his aggression. Before he would drag you by the hand and take you somewhere if he wanted something. But then you’d stand wherever he’d taken you and you had to guess what he wanted. It’s so nice for him now to be able to use his symbols to say, ‘I want this’ or ‘I want that’. He can ask for something and interact with the world. Since he’s been using the symbols his speech has developed a little bit too.’
‘It’s so exciting to have the opportunity to have a meeting place in libraries… it’s an enormous comfort to realise: I’m not alone in this, my child isn’t the only child who does this.’