Toolkit #5
SPEECH GENERATING DEVICES
Overview:
Students who have complex communication needs often benefit from augmentative and alternative communication systems or devices. AAC supplements or provides an alternate way to communicate when speech is limited, intelligible, or not present (Yoder & Staugler, 2004, p. 2). It provides a way for the person to successfully communicate independently.
There are many different types of AAC available for students with complex communication needs. Teams must assess the feasibility of AAC use for the student by using a framework, such as the SETT framework, to examine the student’s strengths and areas of need, the environments in which they function, and the tasks that are required of them in order to select the appropriate type of AAC for the individual. One type of AAC that may be appropriate is a speech generating device.
Speech generating devices, which are sometimes known as voice output communication aids, or VOCAs, are a form of aided communication. They are portable, electronic devices that produce pre-recorded messages when activated by the user (Rispoli, Franco, van der Meer, Lang, & Camargo, 2010, p. 277). Speech generating devices range from low tech single message devices to high tech devices that are highly customizable and capable of complex tasks. In essence, all speech generating devices:
Students who have complex communication needs often benefit from augmentative and alternative communication systems or devices. AAC supplements or provides an alternate way to communicate when speech is limited, intelligible, or not present (Yoder & Staugler, 2004, p. 2). It provides a way for the person to successfully communicate independently.
There are many different types of AAC available for students with complex communication needs. Teams must assess the feasibility of AAC use for the student by using a framework, such as the SETT framework, to examine the student’s strengths and areas of need, the environments in which they function, and the tasks that are required of them in order to select the appropriate type of AAC for the individual. One type of AAC that may be appropriate is a speech generating device.
Speech generating devices, which are sometimes known as voice output communication aids, or VOCAs, are a form of aided communication. They are portable, electronic devices that produce pre-recorded messages when activated by the user (Rispoli, Franco, van der Meer, Lang, & Camargo, 2010, p. 277). Speech generating devices range from low tech single message devices to high tech devices that are highly customizable and capable of complex tasks. In essence, all speech generating devices:
- use recorded or digitized voices
- have either fixed or dynamic displays
- often include the use of symbols, photographs, letters, or words
- vary in size, shape, and capabilities (Rispoli et.al., 2010).
Examples of speech generating devices:
Benefits of speech generating devices:
Students who experience significant speech, language, and/or cognitive impairments benefit from this type of compensatory support. The reasons for these impairments are numerous and varied but could be from developmental causes such as an intellectual disability, cerebral palsy, autism, or apraxia of speech. There could also be acquired causes for these impairments such as a traumatic head injury, stroke, or degenerative diseases such as ALS (Pearson Education, 2006, p. 21).
When students with complex communication needs are provided the opportunity to communicate, it allows them greater access to learning. Students are able to engage in learning activities that allow them to:
Students who experience significant speech, language, and/or cognitive impairments benefit from this type of compensatory support. The reasons for these impairments are numerous and varied but could be from developmental causes such as an intellectual disability, cerebral palsy, autism, or apraxia of speech. There could also be acquired causes for these impairments such as a traumatic head injury, stroke, or degenerative diseases such as ALS (Pearson Education, 2006, p. 21).
When students with complex communication needs are provided the opportunity to communicate, it allows them greater access to learning. Students are able to engage in learning activities that allow them to:
- make choices
- express preferences
- comment
- question
- answer
- protest
- request
- get the attention of others
- and initiate conversation (Dell, Newton, & Petroff, 2012, p. 286-289).
Examples of Speech Generating Devices being used at school and home:
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Learning Environment Considerations:
Teachers must consider the learning environment when planning for the successful use of speech generating devices. The physical space of the classroom must be set up to ensure unintentional barriers are not created. There are numerous details that teachers must consider. Some examples are:
Not only do teachers need to consider the physical environment but they also must consider the overall classroom culture. The classroom must be a place where every student feels accepted and respected. In order for a student using a speech generating device to feel accepted and respected, the other students in the class need to be taught how to be effective communication partners with the student. They need to be trained in how to support their peer in the classroom and throughout the school. Teachers need to think about how they can structure the learning environment to encourage and engage all of the students in academic and social opportunities. By creating a classroom culture that welcomes diversity, all students will experience greater self confidence and success.
Teachers must consider the learning environment when planning for the successful use of speech generating devices. The physical space of the classroom must be set up to ensure unintentional barriers are not created. There are numerous details that teachers must consider. Some examples are:
- the positioning of the student within the space
- the arrangement of furniture to ensure students are able to move safely
- the location and positioning of the device and other required materials
- proximity to peer and adult support
- how the student will transport the device
- where the device will be stored
- ensuring the volume is set to an appropriate level and the device is charged (Yoder & Staugler, 2004, p.3).
Not only do teachers need to consider the physical environment but they also must consider the overall classroom culture. The classroom must be a place where every student feels accepted and respected. In order for a student using a speech generating device to feel accepted and respected, the other students in the class need to be taught how to be effective communication partners with the student. They need to be trained in how to support their peer in the classroom and throughout the school. Teachers need to think about how they can structure the learning environment to encourage and engage all of the students in academic and social opportunities. By creating a classroom culture that welcomes diversity, all students will experience greater self confidence and success.
Planning Considerations:
It is essential that teachers be well planned when implementing speech generating devices in their classrooms. Perhaps the most critical planning piece is the selection of the vocabulary that will be programmed on the device. The vocabulary selection must support the learning activities, daily routines, and social situations that occur in the various environments throughout the student’s day. It is important that this vocabulary is relevant, personalized, and is age respectful of the student.
Another essential element of the planning process for teachers is creating as many opportunities as possible throughout the day for the student to use the device. Teachers must become skilled at adapting the curriculum to allow for such opportunities to occur. Students should be allowed to explore and experiment with the device but they must also participate in frequent structured opportunities to use the device in different environments (SET-BC, 2013, p.2). Modeling the use of the device will be an important teaching strategy in the beginning stages of implementation as the student will need to learn how to use the device in the various learning and social situations that they encounter. In addition to this, teachers must engage in ongoing assessment to measure the student’s progress toward their identified goals and revise them as necessary.
It is essential that teachers be well planned when implementing speech generating devices in their classrooms. Perhaps the most critical planning piece is the selection of the vocabulary that will be programmed on the device. The vocabulary selection must support the learning activities, daily routines, and social situations that occur in the various environments throughout the student’s day. It is important that this vocabulary is relevant, personalized, and is age respectful of the student.
Another essential element of the planning process for teachers is creating as many opportunities as possible throughout the day for the student to use the device. Teachers must become skilled at adapting the curriculum to allow for such opportunities to occur. Students should be allowed to explore and experiment with the device but they must also participate in frequent structured opportunities to use the device in different environments (SET-BC, 2013, p.2). Modeling the use of the device will be an important teaching strategy in the beginning stages of implementation as the student will need to learn how to use the device in the various learning and social situations that they encounter. In addition to this, teachers must engage in ongoing assessment to measure the student’s progress toward their identified goals and revise them as necessary.
Speech generating devices: tool evaluation
Below is the selection of tools that I chose to evaluate. Click on the images for further information on each of the devices.
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SuperTalker
by AbleNet |
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