Speech Generating Devices

Overview

With ongoing advances in technology, the range of available SGDs is increasing, and the cost of many types of SGD is becoming much more affordable. The complexity of SGDs ranges from simple single-message communicators to those that have large memory capacity and include other features such as word processing, MP3 players, and the ability to interface with other electronic devices. In summary, SGDs are electronic devices that are portable and can produce either synthetic or digital speech for the user. SGD may be used with graphic symbols, text, and/or alphabet keys.

While AAC software is available that can be installed on a personal computer, this module will focus only on devices that are used solely for communication. Steps for implementing each of these procedures is provided as well as how SGDs can be used across the age range with learners with ASD.

Pre-Assessment

Top of Form

Pre-Assessment

Decisions regarding appropriate augmentative and alternative communication (AAC) techniques for a specific individual are based on

Select an answer for question 599

Speech Generating Devices (SGD) are only for individuals who have previous experience using AAC devices.

Select an answer for question 601

An SGD should not be used with individuals who use sign language or other AAC systems.

Select an answer for question 602

When introducing an SGD to a learner, how many symbols should initially be presented?

Select an answer for question 603

An SGD can be used in which environments?

Select an answer for question 604

SGD use should be discontinued if the learner starts using verbal language.

Select an answer for question 605

Bottom of Form

As with other evidence-based practices, selection and preparation of augmentative and alternative communication (AAC) and speech generating devices (SGD) requires specific steps. This section of the module will address:

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  What Are SGDs?
  
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  Why Use SGDs?
  
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  Who Can Use SGDs and Where Can They Be Used?
  
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  With What Ages Are SGDs Most Effective?
  
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  Which Assessments Should be Completed Before Using an SGD?
  
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  What Other Factors Should be Considered before Using an SGD?, and
  
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  How Do I Teach Learners to Use an SGD?
  
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  What are Speech Generating Devices?
  
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  Speech-generating devices are portable electronic devices that provide speech output, either synthetic (i.e., computer-generated speech) or digitized (i.e., recorded human speech). The devices use a variety of graphic symbols, text, and/or pictures to represent personalized messages for individuals who use their hands, fingers, or some other means (e.g., switch, eye gaze) to activate the device. SGDs are considered a higher-tech aided AAC system than the Picture Exchange Communication System (PECS; Frost & Bondy, 2002), which is considered a low-tech aided AAC system. For more information on PECS, please visit the autism internet module on the Picture Exchange Communication System (PECS).
  
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  SGDs are designed to be durable, turned on and off frequently, carried from place to place, and used in areas in which people work or play. While considered high-tech, SGDs range from simple single-message units that have one prerecorded phrase (e.g., "Hello, my name is __________," "Please help me," "Bathroom, please") to those that have a nearly infinite set of messages activated by multiple buttons or switches. Voice-output applications for smart phones are also becoming increasingly available. Messages expressed via an SGD may be generic such as those listed above, or they can be individualized for the person who uses the device. SGDs range in price from 20 dollars to thousands of dollars. Some SGD manufacturers and distributors are listed in the resources section of this module. In addition, the following website serves as an AAC device search engine and may be useful as professionals and families consider options for learners: http://www.ace-north.org.uk/userStatus/vocapages/main.asp
  

Why Use Speech Generating Devices?

Impairment in communication skills is a core feature of ASD (American Psychiatric Association, 2000). For example, some learners with ASD do not use words the way most typically developing children do. Furthermore, some learners with ASD do not use eye contact, vocalizations of any type, or gestures to meaningfully communicate with others. Instead, learners with ASD sometimes learn to use nonconventional means to gain the attention of people around them and to obtain desired objects/outcomes (e.g., grunting, pulling adult's hand to desired object). Prolonged use of these nonconventional communication strategies may result in the development and maintenance of inappropriate and interfering behaviors (e.g., disruptive, repetitive).

Early intervention with learners with ASD is a well-established and supported practice that helps address these nonconventional forms of communication before they become problematic (Romski et al., 2009; Thompson, 2007). It is imperative that learners with ASD develop communication skills as early as possible as a means of getting their needs met. For learners who do not develop typical verbal and nonverbal communication skills, learning to express wants and needs can prove to be challenging. Delays in developing these expressive communication skills can cause frustration for the child and caregivers and can sometimes lead to behavioral challenges as well.

SGDs are one example of an AAC system designed to help learners with limited speech communicate and interact within a social context. SGDs are particularly helpful during these exchanges because they (a) allow communication exchanges across any number of trained or untrained partners, (b) require only simple motor responses from users, and (c) vary from very complex (with nearly unlimited messages) to very simple (with only one or two messages). The most compelling reason to use an SGD is that they give learners with ASD a "voice," thus facilitating their ability to communicate effectively with communication partners (Quill, 2000).

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