Specific Devices | Aac Parent Guide

Specific AAC Devices
and Strategies

SPEECH GENERATING DEVICE (SGD)

These high-tech devices have symbols or icons on a screen or series of screens. When an icon is selected, the device produces synthesized speech output (1, 5). Speech generating devices are transported easily and can convey messages with communication partners from across a room or in loud environments. However, they are typically more expensive than other low-tech options. Below are examples of speech-generating devices.

TONII DYNAVOX

Tonii Dynavox is a company with several high-tech AAC options, including SGDs operated through eye-gaze tracking or touch-based communication. In addition to high-tech devices, communication boards and applications with pre-made communication icons are available.

Retrieved from Wikimedia Commons

File:Gotalk.jpg. CC BY-SA 3.0

GOTALK

This brand of AAC is a portable, battery-powered SGD. The GoTalk allows a teacher or loved one to record words, messages, and phrases. Thus, the user’s natural language can be incorporated. An insert with icons is created and placed inside a grid-like system. The user presses an icon and the recorded message plays.

COMMUNICATION BOARDS

These low-tech devices have icons, symbols, or pictures on a paper. As more words are added to the board, multiple papers can be combined to form a communication book. Communication boards are less expensive than higher-tech options. Pictures of specific items, people, or environments can be added to individualize the board. However, these often take longer to create. In addition, for a message to be conveyed, the user must first gain the attention of their communication partner (1).

BASIC COMMUNICATION BOARD

Communication boards are as simple as words, images, icons, or pictures printed on a piece of paper. Communication boards can be written, drawn, or typed. To use a communication board, the user points to or touches the word or icon they want to communicate (5). The benefit of communication boards is that they are highly individualized. For example, If a child has a specific stuffed animal they love, a photo of the toy can be placed on a communication board. When a child touches the photo of the stuffed animal, they are communicating that they want that specific toy. See the photos below for examples of communication boards containing core vocabulary words, as well as words describing feelings and a board giving users the chance to play a game of chess.

BOARDMAKER

Boardmaker 7 is a subscription offered by the company Tonii Dynavox. The application offers a selection of over 40,000 communication symbols. Users can customize low-tech AAC communication boards to fit the needs of any user. The photos above of basic communication boards were created using the Boardmaker 7 application.

PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS)

The Picture Exchange Communication System, or PECS, teaches users to exchange pictures rather than point to them on a communication board. PECS protocol is taught over six phases. The user begins by exchanging a photo with a communication partner, who honors the exchange as a request by giving the user the item pictured. For example, the child gives a picture of a car to their communication partner, who honors this request by giving the child a toy car. Each phase in the PECS communication protocol teaches the user to expand their communication by forming sentences and eventually commenting on their environment. In other words, the user is taught to broaden the complexity of their communication while working through each of the six phases. The PECS protocol should be implemented by individuals with appropriate training and experience (5).

GESTURES

GESTURE

Bodily movements, including the fingers, hands, arms, and facial expressions, can be used to convey meaning. For example, a thumbs up or down can communicate yes/no, happy/sad, or good/bad. Some gestures require context to understand, such as when a child reaches for a toy or pushes away a snack. Others are imitations of the actual activity, such as kicking your foot to imitate playing soccer. Additionally, facial expressions communicate meaning, especially for individuals with limited motor movement of their limbs. Individuals with cerebral palsy, for example, have been trained to smile to mean 'yes' and frown to convey 'no'(6).

MANUAL SIGNING

Signing basic vocabulary words is used to communicate core vocabulary, including nouns, verbs, and adjectives. Often, manual signing utilizes signs from formal language systems, including American Sign Language or Signing Exact English. However, these specific language systems are often too complicated for individuals with complex communication needs, as they incorporate unique sentence and grammatical structures. With beginner AAC users, basic signing of core vocabulary is a beneficial starting point for developing functional expressive communication (8).

MOBILE TECHNOLOGY

TABLETS/iPADS

As the scope of mobile technology increases, so do its uses. There is a plethora of AAC apps available for download and purchase to support your child with complex communication needs. These apps offer speech-generated output on a personal tablet rather than purchasing a separate communication device altogether. Tablets are often more affordable than traditional speech-generating devices, as well as being portable and compact. Additionally, AAC used via tablet may be accepted more readily by mainstream society due to the prevalence of mobile technology in our everyday lives (7). Below is a description of three apps commonly used for AAC.

APPS

LANGUAGE ACQUISITION THROUGH MOTOR PLANNING

The Language Acquisition Through Motor Planning, or LAMP, is a speech-generating app downloaded onto iPads and mobile tablets. A core principle behind LAMP ideology is that words are in the same place across all devices. For example, on two separate LAMP devices, the words "help" and "more" are in the same place. Repeatedly and consistently making the same motor movements to select specific words creates motor pathways in the brain (4). Eventually, less effort is needed to search for the word, meaning users can focus on communicating. Asking for "help" becomes automatic, because the motor pathway tells the body where to go to communicate the message.

PROLOQUO2GO

Proloquo2Go is a speech-generating app that can be downloaded on iPads and tablets. It allows users to customize layouts, icons, and voices.

LIL REQUESTER

Lil Requester focuses on fostering requesting skills in young children with complex communication needs. The app helps children request activities, places, and people. As children become more comfortable requesting basic concepts on the device, it increases the developmental complexity of the words offered as choices. Multiple profiles can be added to one app, with different levels of complexity available for each user.

REFERENCES

Alzrayer, N. M. (2020). Transitioning from a low- to high-tech Augmentative and Alternative Communication (AAC) system: Effects on augmented and vocal requesting. AAC: Augmentative and Alternative Communication, 36(3), 155–165.
Aydin, O., & Diken, I. H. (2020). Studies Comparing Augmentative and Alternative Communication Systems (AAC) Applications for Individuals with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis. Education and Training in Autism and Developmental Disabilities, 55(2), 119–141.
Beck, A. R., Stoner, J. B., Bock, S. J., & Parton, T. (2008). Comparison of PECS and the use of a VOCA: A replication. Education and Training in Developmental Disabilities, 43(2), 198–216.
Bedwani, M.-A. N., Bruck, S., & Costley, D. (2015). Augmentative and Alternative Communication for Children with Autism Spectrum Disorder: An Evidence-Based Evaluation of the Language Acquisition through Motor Planning (LAMP) Programme. Cogent Education, 2(1).
Beukelman, D. R., & Light, J. C. (2020). Augmentative & alternative communication: Supporting children and adults with complex communication needs (5th ed.). Paul H. Brooks Publishing.
Crais, E. R., Watson, L. R., & Baranek, G. T. (2009). Use of gesture development in profiling children’s prelinguistic communication skills. American Journal of Speech-Language Pathology. 18(1), 95-108. doi.10.1044/1058-0360(2008/07-0041)
McNaughton, D., & Light, J. (2013). The iPad and Mobile Technology Revolution: Benefits and Challenges for Individuals who require Augmentative and Alternative Communication. AAC: Augmentative & Alternative Communication, 29(2), 107–116. https://doi-org.10.3109/07434618.2013.784930
Windsor, J., & Fristoe, M. (1989). Key word signing: Listeners’ classification of signed and spoken narratives. Journal of Speech and Hearing Disorders, 54(1), 374-382. doi:10.1044/jshd.5403.374

Specific AAC Devices and Strategies