Let’s Talk AAC: Should my child have 24/7 access to their communication device?

Should my child have 24/7 access to their communication device?

The overwhelming answer to this question is yes, yes, and yes! For so many reasons, your child should have access to their talker all the time. However, every child is unique and how you interact with your child in your home is also unique. For this reason, there are some situations where having the talker available all the time may be less possible, even impossible! You need to go with your intuition and what works for you, your child, and your family.

Here are some situations to consider:

My child only tries to exit the AAC app to get to YouTube or play videos.

• Model: It is helpful for you to use the device to model. You are showing your child how talking and touching pictures on the device go together. You are showing them how the picture symbols are used to interact with others. 
• Guided access: Consider putting the talker in Guided Access. This locks iOS tablets (e.g. iPads) to just the app you set open for access. See this post on the OMazing Kids AAC Consulting blog for more information about using Guided Access (including links to how-to videos).
• Two tablets: It can be helpful to have two tablets – one that is the talker and one that is for games and fun.

My child doesn’t look at or touch the AAC.

This is OK.

• Model: You can still show your child how you are talking and touching the pictures at the same time. Pay attention to what they are looking at. If they start by only glancing in the direction of the device, maybe, with time, they will look for longer. You are meeting your child where they are at and helping them take steps towards greater communication.

My child finds the voice output aversive, pushes it away, and/or blocks ears.

• Change the volume: Try turning the volume down. 
• Change the voice: Try changing the voice settings. Involve your child in choosing the voice.
• Record a sound: Try recording a sound that you know your child likes. If they like piano music, use a photograph of a piano and attach a recorded sound bite of the piano music.

My child doesn’t know how to point and/or uses their whole hand to slide on the screen.

• Keyguard: Try using a keyguard. This is a plastic grid that inserts on top of the AAC device screen. For more information, visit: www.keyguardat.com.
• Picture symbol placement: Some kids grasp their AAC and use their thumbs. Hide/show picture symbols to help position the symbols so your child can select with their thumbs.

My child doesn’t seem to see the pictures on the screen as individual pictures. They may stare through the screen at their own reflection.

• Visual Scene Displays: Visual Scene Display (VSD) is one giant picture, usually a photograph. Make this a photograph of the child in their favorite activity or a photograph of the family. VSDs can have messages recorded in them. Some free/low-cost VSDs are: GoTalk NOW Lite, Snap Scene Lite.
• Simplify the number of picture symbols on the screen: Try hiding buttons to make the visual field less full/complex. If they seem to now look at individual pictures because there are just 2-3 on the screen, you know you are meeting them where they are.
• Change the background color of the page: With some background colors, your reflection is less obvious.

When I take out the AAC, my other children want it. This leads to my children grabbing and pulling, trying to take it for themselves.

This is a tricky one.

• Sharing the AAC: You might try letting both your children have time with the speech device. 
• One-on-one time: You might try to use the device when one of them is napping or at school.
• Have two systems: If you have two children who need the use of a communication device, you may need two of them.

My child is constantly moving.

That is OK.

• You carry the AAC: A good strap allows you to have the AAC with you, even while moving around the home.
• Wait: Wait for opportunities where your child naturally comes to find you. 
• More “contained” times: Find opportunities that might be more structured or “contained” such as sitting in a chair at the kitchen table, sitting in their car seat, tucked in bed, or even in the bathtub (carefully!). Try a smaller room, even a closet. 

Above all, find a rhythm or routine that works for you. If the AAC is a part of your daily routines, you will remember to use it. Celebrate if you were able to support AAC use in the home, even one time per day, then make it two, then three! Let us know if any of these strategies worked for you and your child!