Online training login 
Many thanks to our new Talking Mats Research Associate, Dr Jill Bradshaw (Tizard Centre, University of Kent), for this latest blog focusing on how Talking Mats can help people with communication difficulties to express themselves – to help work out the reasons for behaviour that challenges.
We know that around 10-15% of people with intellectual and developmental disabilities display behaviour that can be challenging. This might include hitting out at other people or injuring themselves. These behaviours can serve very important functions for the individual (e.g. to avoid something unpleasant or to get a need met). When we try to help make things better, we often focus on improving communication, quality of life and health and wellbeing more broadly.
How do we work out why behaviours that are challenging occur?
We often spend time observing the person and talk to carers and staff who work with the person to gain information about what is working well and what might help. This is part of a functional analysis. Here, the aim is to identify the factors that have led to and are maintaining the behaviours displayed. Traditionally, we have not really asked people directly what they think. This is partly people who display behaviour that challenges almost always have complex communication challenges.
How can we better access views of children and adults and would Talking Mats be one way of gaining views?
Together with Nick Gore, we have been working on ways of using Talking Mats to enable children and adults to give their views. We developed a series of mats focusing on:
- Likes and dislikes;
- Difficult behaviours;
- Things that help;
- Things that don’t help;
- General preventative variables.
What happened when we used the Talking Mats?
People were able to use these Talking Mats to tell us about what was important to and important for them. Some information was similar to reports from carers and staff and some information was in addition. For example:
- we gained information about preferred activities, such as riding bikes and preferred snacks. Doing things we like to do is important for all of us!;
- people gave us information about their difficult behaviours and where these took place;
- people were also able to give us at least some information about what made a bad day and what helped on a bad day. This information helped to inform support strategies.
You can read more about this work here: https://kar.kent.ac.uk/67033/1/PDF_Proof%20%283%29.pdf
Using Talking Mats certainly enabled some people to give their views. It was particularly helpful as a way of talking about difficulties, where a focus on the mat rather than on direct questioning was useful.
As expected, more people were able to access the more concrete topics we discussed and the more abstract topics were more difficult. We have also been working with the Challenging Behaviour Foundation to develop a range of methods (including Talking Mats) to help to gain the views of people with communication challenges. You can read more about this work here:
To view Jill’s presentation about this topic from our Talking Mats is 21 event last August, click here: TM and PBS final version for handout
If you are interested in Talking Mats and Research and have completed our Foundation Training Course, you can find out more about our new Talking Mats Research Network Group by emailing Jill at J.Bradshaw@kent.ac.uk, and watch this space for a new blog all about the group – coming soon!
In the second of two blogs, we talk about how using Talking Mats Resources can help people have better conversations.
Our first Resources blog (https://www.talkingmats.com/resources-with-training/) focused on the resource bundles which are available to purchase with our Foundation Training course. This second blog focuses on the resources which are available to people who have completed our Foundation Training course.
Remember that most of our resources are available in both low-tech, and digital, formats.
Post-Training
Once you have accessed one of our Foundation Training courses, you can purchase our resources at a reduced rate:
1. You can buy these in established sets using our post training order form, for example you may choose to buy a social care set, the secondary Children and Young people resource, or one of our Advanced sets (see 3. below). These sets all have 3 topics of conversation in them.
2. New for 2020! – you can now buy individual topics of conversation from our ‘pick and mix’ selection, which includes topics from our Health and Well-being Resource (also available as a bundle purchase with our Foundation Training course), as well as our Conversation Sets:
3. Our advanced sets, for example Keeping Safe and Thinking Ahead, are only available for those who have completed foundation training:
- Keeping Safe: Give people time to reflect on their lives and raise concerns using this resource. This can help you to explore sensitive issues in a non-threatening way by creating a listening space, simplifying abstract ideas, supporting thoughts while encouraging expression and decision making.
- Thinking Ahead: Support people to express their views and help them plan for end of life using this resource. It will also be helpful for many other people to consider future options in their lives.
We are also planning to add a ‘how was school today?‘ topic to our ‘pick and mix’ selection soon – so watch this space!
To find out how our resources could help you in your professional area of work/setting, check out these links here: https://www.talkingmats.com/where-you-work/
For more information about these resources please contact the office on 01786 479511 or email info@talkingmats.com
In the first of two blogs, we talk about how using Talking Mats Resources can help people have better conversations.
Talking Mats provides a visual framework to help people express their views and feelings, using a selection of communication symbols that cover a variety of topics. Talking Mats resources are used by many professionals across a wide range of health, social care, residential, and education settings. Most of our resources are available in both low-tech, and digital, formats. In this first blog we focus on the resource bundles which are available to purchase with our Foundation Training course.
Our resources are available to buy through our website (https://www.talkingmats.com/shop/) however we do strongly recommend completion of one of our Foundation courses (https://www.talkingmats.com/training/foundation-training/) to get the most benefit from Talking Mats – and to use it to its full potential. If you add a Health and Wellbeing, Consulting Children & Young People, or Social Care resource pack bundle to your training you only end up paying £65 for the training day itself which is a great deal!
Resource Bundles available to purchase with Training
Health and Wellbeing Bundle:
These packs are based on the ‘activities and participation’ domains from the WHO ICF framework and includes 9 topics which are relevant to people, regardless of their health, disability or where they live around the world. We have translated these into more ‘user-friendly’ language and have generated symbols to represent each topic.
In addition to the 9 topics from the Activity and Participation domains, we have also included Environment and Health, which are important topics within the ICF framework and in people’s lives.
Consulting Children and Young People Bundle:
These packs are based on ‘Getting It Right For Every Child’ (GIRFEC), a Scottish framework for everyone to use when working with children and young people. There are three broad topics which are relevant to any child or young person’s life. This resource can also be used with SEND reforms in England. There are different packs for each developmental stage: Early years (ages 3 to 7); Primary (ages 7 to 12) and secondary (age 13 upwards).
Best Value Bundle: This option includes the Health and Wellbeing and Consulting Children and Young People bundles above, as well as our Social Care resource packs, providing a complete set of resources to support communication on a comprehensive range of topics for children and adults.
If you’d like to book a place on one of our Foundation Courses and would like to know more about our bundle options, get in touch with us at info@talkingmats.com
Find out more about our Foundation Training course here: https://www.talkingmats.com/training/foundation-training/
Many thanks to Charlotte Phillips and Laura Douglas, SLTs at Blossom House School, New Malden, for this latest guest blog which looks at how Talking Mats are used for therapy goal setting within the context of a specialist school for children with SLCN. Further information can be found on their RCSLT Poster Presentation (September 2019) here – AAC Poster RCSLT Conference September 2019
Goal setting can be a labyrinth to navigate! Do these goals reflect the pupil’s own views? Is there a discrepancy between staff and pupil ideas for goals? Are these goals motivating? Are the goals functional? Are pupils avoiding goals they would like to achieve for fear of failure? Add to this the language rich dialogue required in order to establish goals and similar to a maze you may encounter dead ends, twists, turns and a feeling of entrapment. How can we ensure we do not assume needs and that the goal setting process is collaborative and person-centered? Enter Talking Mats; a tool which enables you to make sense of the maze, like the lookout tower in the middle it allows you to have a clear view of how everything fits together. You’ll now find the goal of exiting is far easier!
How can Talking Mats help?
At Blossom House the Talking Mats framework is utilised at the beginning of therapy to support pupils with DLD and specific learning difficulties to identify areas of their strengths and needs and develop personally meaningful goals that are associated to these areas. Some of the pupils are competent verbal communicators within a social context but due to the emotive subjects they may be exploring they may not be able to access these skills within therapy. Talking Mats are also used to baseline students’ self-awareness alongside prompting pupil voice. Talking Mats are tangible and have low linguistic demands which allows students with kinaesthetic and/or visual learning style preferences, and communication needs to engage in these discussions.
Case Study 
This Talking Mat (using Widgit Symbols as options) was created with a student at the start of therapy whilst the therapist was building a therapeutic relationship. It helped a student who was reticent to share with a new adult to have a full conversation about things that he was happy with and those that were not happy. The mat options were chosen to include a) communication strengths and needs, b) school subjects and c) some areas the SLT knew were areas of strength. The function of this mat was threefold: to baseline the confidence the student felt about certain areas (with the aim to increase this over therapy), to assess his self-awareness of his strengths and needs and finally to act as a tool to help prioritise targets for therapy and develop relevant goals. The student’s self-awareness was accurate as he was able to rate known areas of strength e.g. singing, dancing and drama, as ‘happy’, whilst known areas of difficulty e.g. spelling were accurately labelled as ‘not happy’. Some of the areas of need that the student rated matched the SLT’s referral information as priorities for therapy from his teacher (starred) therefore these were used to go on to create joint goals with the student.
Next Steps
The school would now like to embed Talking Mats as a whole school approach. The first step will be Talking Mats forming a core part of School council meetings to ensure that every pupil has a voice. There will be consultation with SLTs around integrating Talking Mats into the Annual review pupil voice protocol and into therapy outcome measures. This will be facilitated through the use of the digital talking mats package which allows for staff to create mats with pupils on the move, with minimal resources. These can then be emailed to staff and pupils which makes this information practical for staff to use within the context of their extremely busy school day. The use of technology to facilitate self-advocacy is an interesting field which needs further investigation.
If you are feeling inspired and would like to access Talking Mats training to enable you to introduce a similar approach in your school take a look here –
https://www.talkingmats.com/training/foundation-training/
To find out more about our resources, including our Digital Talking Mats app, check out this link here –
https://www.talkingmats.com/shop/
Many thanks to Lynn Blair, SLT (NHS North Lanarkshire) for writing this guest blog describing a recent project in which she and her colleagues used Talking Mats to gather the thoughts of secondary-aged pupils with social, emotional and behavioural support needs:
Do you remember your school janitor? Was he/she a cheery soul who you enjoyed talking to? Perhaps there was another member of school staff who you trusted and felt you could chat with. Secondary school can be a challenging environment for any teenager, let alone those who have speech, language and communication needs (SLCN). Young people need adults in their lives who they can feel at ease talking with.
The purpose of our recent project (See Lanarkshire SLT SEBN Poster 2019 and Lanarkshire SEBN Project Summary) was twofold. Firstly we wanted to find out how many of the young people in our local secondary schools for pupils with social, emotional and behavioural needs (SEBN) had language and communication difficulties. We also wanted to hear about the impact of those support needs by gathering the thoughts of the pupils themselves and that’s the focus of this blog.
We have to admit we were a bit anxious before we met with the pupils. Would these young men and women even give us the time of day with our friendly faces, mats and pictures? In the actual event, for the most part the tool was met with curiosity and then full engagement. The young people quickly grasped the idea. Some did not speak at all as they placed the images and others used the opportunity to tell us a great deal about how they felt about talking to different people in their lives and in different settings.
The information that we gathered is now being used to plan evidence-based speech and language therapy services to the school and young people. The use of Talking Mats gave us interesting information like the fact young people felt auxiliary staff such as janitors and assistants are often easier to talk with than teachers and as a result, we are thinking about how we involve all school staff in future events.
We are only too aware that the young people we met have often felt excluded from other people and from certain places. Talking Mats gave them the opportunity to be heard and we’re excited to consider how we can use them in the next phase of our work to support their communication needs.
If you are feeling inspired and would like to find out more about accessing Talking Mats Training – check out this link here: https://www.talkingmats.com/training/
Recently, Associated Prof. Ida Marie Mundt from Denmark completed our Talking Mats licensed trainer course. She has been looking at the theories which underpin Talking Mats and is planning to publish her work. One of the areas she speaks about is Identity.
In this blog, our Talking Mats Associate Rhona Matthews explores the area of Identity:
How do I know who I am? This is learned from actions, behaviour and language firstly with parents and family, then with friends.
For people who have difficulty interacting, this becomes much more difficult. There is a danger that others construct their identity.
A participant on our online training wrote about her experience of doing a Talking Mat for the first time with a girl who uses augmentative communication. She has a severe difficulty expressing her ideas and thoughts.
The topic was leisure activities and the top scale was things I like to do/ don’t like to do. She did this quickly and with no great surprises. The listener felt she didn’t get particularly useful information.
So she repeated the topic but with a different top scale. Things I am good at/Things I’m not good at.
Not surprisingly there was overlap with the earlier attempt. i.e. the things she felt good at, she liked which included horse riding.
Again the listener felt there was more conversation to be had! The thinker coped easily with another change of top scale which was things I want to get better / don’t want to get better at.
This time when the option of horse riding was handed over, the thinker became very animated, nodding in agreement. Not only did she want to improve her horse riding skills but wanted to learn about looking after horses. Her family had no idea that actually she didn’t just like riding but saw herself as a rider. This was part of her identity.
As Assoc. Prof. Ida says, Talking Mats offers a possibility to talk about who you are, and get other peoples’ responses.
If you are interested in accessing Talking Mats training we offer a variety of options, including online – check these out here: https://www.talkingmats.com/training/
Many thanks to Marit Boot, founder of the charity What? Why? Children in Hospital for this guest blog sharing information about the fantastic family-friendly videos they make to help children understand hospital procedures.
As a mum, I know the worry when your child is ill and needs tests in hospital. It’s the not knowing what is wrong, understanding all the different tests and how to explain them to your child. That’s why I founded the What? Why? Children in Hospital charity to make family-friendly videos about hospital. So when we make a new video explaining a procedure in an easy to understand way, it’s the reaction from parents that makes it worthwhile. The relief, that they now have an idea of what will happen and that they can share the video with their child, it makes their preparation much easier. I want to share with you the story of one of the mums in our latest video. Louise talked to us about Rocco’s gastrostomy feeding tube operation.
“We didn’t have anything like the videos WWCIH make when Rocco first had the gastrostomy surgery. Being a parent in that position is daunting. You want to do what’s right for your child but there’s so much to take in. It isn’t always easy to remember what you’re told in the doctor’s office. So when we had the opportunity to help other worried parents and children by making this video, we jumped at it.”
Thousands of children go through a gastrostomy procedure in Scotland every year. It’s a major procedure and can be a complex idea to communicate to children and anxious parents. In the videos, medical specialists talk through how a gastrostomy feeding tube works, how the procedure is done and how parents should look after the feeding tube at home.
The videos are absolutely fantastic! With 32 doctors, nurses and specialists helping to deal with my son’s complex needs, it can be overwhelming to take in information they give to us. These videos are amazing for parents to find out information when they’re ready to absorb it. Even if that’s when you finally get to sit down at 2am.Gastrostomy is major surgery and we had to weigh the risks against the benefits for Rocco’s life. There was so much to take in, about the operation, the aftercare. At one point the doctor used a teddy to show how the tube worked – it was useful but didn’t give the full picture. The videos What? Why? have made cover what you need to know in a calm, thoughtful way. They will be a huge help to worried parents and will help them explain to their child what will happen and why. They should make as many videos as possible!”
We have 55 videos on our YouTube channel about tests such as MRI, CT, ECG, ultrasounds, allergy tests, breathing tests and sleep studies and we are always making new ones. They’re made in partnership with children’s hospitals in Scotland and are suitable for school-aged children, children with learning difficulties and autism as well as parents and carers from all cultural backgrounds and literacy levels. The videos have already been viewed by 2.8 million families across the world.
If you know a parent or carer who’s worried about their child going to hospital send them to our YouTube page (WWCIH charity), Facebook page (@wwcih) or our website: www.wwcih.org.uk
And if there’s a procedure you think we should look at next, get in touch! We’re here to help children and parents just like you!
info@wwcih.org.uk
Marit Boot, Founder What? Why? Children in Hospital, July 2019
Many thanks to Jenny Trott for our new guest blog about her interview with Talking Mats Director, Lois Cameron – Jenny’s video provides some great information about the Talking Mats approach and our original and digital resources:
A year ago I started my YouTube channel (www.youtube.com/jennytrott) as a way of supporting parents and carers with information and inspiration. As a parent of a disabled child myself I knew that one of the best ways to find out things is from other parents, and YouTube was just a different and new way to do that. To date I have published nearly 50 films about subjects ranging from Self Directed Support to Rebound therapy, and including interviews with parents, professionals and disabled people.
Quite early on I knew that I wanted to make a film about Talking Mats. I had used Talking Mats when I worked with people living with dementia, and I knew that my son’s school were using them too. I had seen the benefits of this innovative communication tool but I also knew that many parents and carers didn’t really understand it because they hadn’t been given the right information.
Lois was kind enough to agree to join me in front of the camera, so in April I visited Talking Mats in Stirling with my tripods, microphones and cameras. It can be a bit daunting interviewing someone I’ve not met before but Lois instantly put me at ease and had the great idea of demonstrating a Mat rather than just talking about it. It was so interesting, experiencing using a Mat first hand and it helped to show the viewers what Talking Mats is really about.
You can view the video here: https://youtu.be/Fmyt1fE-_U8
The feedback from the film has been great, both from professionals, parent carers and SLT students; lots of lightbulb moments; “ah, now I get it”!
I am still making films but less frequently as I am now also setting up a social enterprise, Mecoco (www.mecoco.org) here in North Ayrshire. We’ll be offering work experience and volunteering opportunities to disabled people to work alongside us making candles and melts. I am sure Talking Mats will be invaluable in our workshop!
If you’d like to find out more about accessing Talking Mats training take a look here- https://www.talkingmats.com/training/ – we offer a range of options including online, and bespoke training for organisations, as well as advanced courses and specialist seminars for those who have already accessed Talking Mats Foundation Training.
We are all looking forward to celebrating Talking Mats is 21 on the 15th August
The morning is aimed at people who are experienced Talking Mats practitioners and will extend thinking and Talking Mats practice. There are an interesting range of parallel sessions to choose from. Each participant will get to choose three topics to attend.
- Talking Mats as a Thinking Tool
- Embedding Talking Mats in Schools
- Talking Mats in Forensic Settings
- Talking Mats in End of Life Care
- My experience of using Talking Mats as a parent
- Talking Mats and Positive behaviour Support
- Talking Mats and Supported Decision- Making
- Empowering people with Learning Disabilities to be Talking Mats Listeners and Trainers
- Talking Mats and Children’s Mental Health
The afternoon is more informal and there will be an opportunity to engage with some of our partners – see how they use Talking Mats and try things out . There will be posters on the use of Talking Mats in lots of different places and for a wide range of applications.
Plus there will be lunch, cake and a few bubbles !
Thanks to funding from NHS Forth Valley endowment committee the event is free but you do need to book your space https://www.eventbrite.co.uk/e/talking-mats-is-21-tickets-62362171935
You can come to the morning only, afternoon only or come for the whole day.
If you can’t come to our event watch out for out blogs and social media celebrating the reach of Talking Mats for 21 days before the 15th of August .Please join in with your contributions using the hashtag #TMis21. For 21 days after our event we will be having a special Birthday offer! Watch this space, more to follow …….
Many thanks to Joan Murphy, our Talking Mats Founder, for this great blog sharing Jeppe Forchhammer’s thoughts about the importance of social communication – communicating ‘offline’ – for AAC users:
I met Jeppe Forchhammer at the 2019 ISAAC Conference in Denmark. We had an interesting conversation about the importance of social communication for AAC users and he kindly sent me this presentation and gave me permission to write a blog about his views.
Here are a few quotes from Jeppe but it is well worth reading his whole presentation
We have reached a time where communication systems become more and more electronic. I have noticed that children who need AAC ie augmented and alternative communication are starting more and more early. This I would like to question! In this lecture I will try to explain, why I think it is better to teach the children to use their body first. In order first to get direct communication relation to another person.
I think it is most important for an AAC user first to learn to interact with another person face to face. This is of course important for all infants in particular if they don’t have a spoken language. I think the eyes begins naturally to take over and the baby begin to communicate. At least I began to observe what happened around me using my eyes by watching things around me. In this way I began early to take contact with people around me.
I am afraid that AAC users in the future will lose some of their abilities to communicate with their body or facial expression. Especially if one starts too early. I think there is a risk that the child get blinkers and we have the risk that the child will be introvert. This might give the child some social problems if it doesn´t learn to use and read the body.
We must remember that a good relation is created face to face and not through a Speech Generating Device.
If they only communicate through their speech generating computer they may miss the face to face communication.
Many thanks to Jeppe for his thoughtful and stimulating comments.
If you would like to contact him, please email jeppeforchhammer@gmail.com
The importance of social and non-verbal communication is highlighted in our Talking Mats training courses. If you are interested in accessing this training take a look at our options here – https://www.talkingmats.com/training/
