Speech Generating Devices

How Do I Teach Learners to Use an SGD?

Regardless of the instructional strategy or prompting system used, learners should be taught to use the SGD within the context of natural communication opportunities, with a variety of communicative partners, and with repeated trials in multiple, natural settings across the day to promote generalization and maintenance of skills (Mirenda, 2003).

For more information on naturalistic teaching strategies please refer to the AIM module on Naturalistic Intervention. Additional information on graduated guidance may by found in the AIM module entitled Prompting.

Prior to selecting vocabulary, the format for representing the vocabulary must be determined. Representation may vary from concrete objects to abstractsymbols. For example, concrete learners may need an actual empty juice box placed on a BIGmack switch. To move toward more abstract representations, a photo of the juice box may be used, then a colored drawing, a black-and-white line drawing, and finally the word "juice." Decisions on how to represent vocabulary will be based on learners' cognitive abilities and their interest in and experience with symbols. Computer programs such as Boardmaker (^TM) can be used to produce symbols which make finding symbols and creating overlays more efficient.Templates of boards are available through software and on the Internet.

Once the SGD has been obtained, it must be individualized and introduced to the learner. Thoughtful decisions regarding the number of symbols to introduce, the words to use, and communication partners will help make the use of the device smooth and successful.

A critical first step before teaching SGD use to the learner is the selection of highly motivating vocabulary for the device. For some simple SGDs, one or two messages may be recorded on the device and changed frequently based on the routines in which the learner is engaged. For example, a learner could use a BIGmack to participate in a choral reading activity and then use it to request "more" at snack time. Other devices can store more words. Static screen devices require that you develop overlays (i.e., boards) with pictures and then record messages to match each one. It is important for the vocabulary on each overlay to be appropriate for specific situations or communicative functions (i.e., boards for snack, art class, current science experiment, specific picture book). At the same time, a core vocabulary with basic words may be included on each overlay. The core vocabulary will depend on the learner, but may include words like no, yes, all done, and more. However, it may be important to consider that learners may already have learned appropriate ways to express some core vocabulary without an SGD.

For beginners or individuals with limited capability, it may be preferable to have a single symbol to represent an entire phrase. For example, when a symbol of a swing is pushed, the device says, "I want to swing" (see Example 1 to the right). To increase the complexity, a device may have an "I want" button and then several different choices to push after it (see Example 2 below). Finally, a device may have different icons with individual words, such as I, want, see, and don't. Increasing the level of complexity allows a learner to create more novel utterances. The examples below and to the right show how boards can be customized to meet the needs of learners with differing communication abilities.

There are more complex devices available as well. More complex, dynamic screen devices typically come loaded with vocabulary that is already organized (e.g., Minspeak, InterAACT ), but require icon sequencing. While these devices can be loaded with personal vocabulary, such as familiar names, favorite foods, classroom vocabulary, and local slang, it is generally recommended that the vocabulary or the layout not be changed substantially. The organization of the symbols is designed to promote quick, logical access to vocabulary. Certain pictures can be hidden when the learner is first being taught how to use the system and then reintroduced as the learner becomes more comfortable using the device.

When setting up a device, teachers/practitioners should choose vocabulary and recorded voices that make the device sound as much like the learner as possible. That is, they should use words that are age appropriate (e.g., potty rather than toilet for a 3-year-old, "That's cool!" rather than "I like that." for a teenager). When recording messages, it is helpful to have a child or adolescent of the same age and gender who speaks in the learner's home dialect make the recording; for example, an 11-year-old boy's SGD should sound like an 11-year-old boy. Devices with synthetic speech frequently have options for different voices.

To update the vocabulary, teachers/practitioners identify who will design new boards and/or personalize the device. This may be the speech-language pathologist, but it may be more appropriate and more efficient for an educational assistant or teacher to assume the role. With some devices, overlays can be quickly developed to meet the needs of a particular lesson or activity. Regardless of who is responsible for the device, regular meetings or checkins are useful for discussing the use of the SGD and whether or not it needs to be altered.

Identification of vocabulary specific to an activity requires that teachers/practitioners also identify the communicative functions that they want to elicit. For example, during a preschool painting activity, instead of only having the materials be icons (brush, paper, water) that are useful for requesting, a teacher/practitioner may want to use icons that would represent more typical communication, such as "Hey, look at my picture!," (commenting) "That's pretty." (commenting) or "Can I hang it on the wall?" (requesting). Communicative functions may include requesting (materials or help), protesting, commenting, greeting, or asking (requests for information).

It is also important to consider how the learner will use the SGD in environments outside of school. Therefore, teachers and other practitioners need to confer with parents about vocabulary. For example, the learner may participate in Boy Scout meetings and want vocabulary specific to his Pinewood Derby car or an upcoming camping trip. Or, teachers/practitioners may want to program questions that a learner can ask on a family trip to Disney World or the beach.

Implementing an SGD is not a step-by-step, sequential process. Unlike intervention methods derived from applied behavior analysis, there are no real rules along the lines of "If X happens, do Y." Nevertheless, the following guidelines provide a plan for introducing and implementing an SGD. To be successful, this process also will require the use of professional wisdom and skills.

For learners with ASD, it is important to have the team, including family members, identify priority goals based on the IEP or IFSP. While it may not be reasonable to assume that a learner will quickly learn to create novel sentences for numerous communicative functions as the initial goal with an SGD, the team may consider the ability to spontaneously request desired items to be meaningful. The ability to express a single, novel thought may also be considered an important goal.

It is important to preface these steps with a reminder that lower-tech options are available, such as static devices or easily accessed recordable devices, such as

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  Key chains recorded with a single message like, "I need a break" or
  
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  Picture frames holding a photo of a book, with the message, "Will you read to me?"