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The Picture Exchange Communication System®, or PECS®, allows people with little or no communication abilities to communicate using pictures. People using PECS are taught to approach another person and give them a picture of a desired item in exchange for that item. By doing so, the person is able to initiate communication. A child or adult with autism can use PECS to communicate a request, a thought, or anything that can reasonably be displayed or symbolized on a picture card. PECS works well in the home or in the classroom.

PECS was developed in 1984 by Lori Frost, MS, CCC/SLP and Dr. Andrew Bondy. It was first used at the Delaware Autistic Program. The goal of (PECS) is to teach children with autism a fast, self-initiating, functional communication system. PECS begins with the exchange of simple icons but rapidly builds "sentence" structure.

At one time many people opposed the use of PECS and sign language to teach children with autism to communicate. They argued that these methods would hurt the development of spoken language. However, several studies have shown PECS actually helps people develop verbal language.

Studies have also shown that PECS can decrease tantrums and odd behaviors. For example, an individual may cry because they are thirsty. However, a parent or teacher may not understand why they are crying and as a result their needs will remain unmet. However, if an individual has access to communication pictures they can quickly communicate their need. The Six Phases of the Picture Exchange Communication System Are:

PECS PHASE I: How to Communicate
The child with autism learns to exchange single pictures for items or activities they really want.

PECS PHASE II: Distance and Persistence
Still using single pictures, the child with autism learn to generalize this new skill by using it in different places, with different people and across distances. They are also taught to be more persistent communicators.

PECS PHASE III: Picture Discrimination
The child with autism learns to select from two or more pictures to ask for their favorite things. These are placed in a communication book, a ring binder with Velcro strips where pictures are stored and easily removed for communication.

PECS PHASE IV: Sentence Structure
The child with autism learns to construct simple sentences on a detachable sentence strip using an "I want" picture followed by a picture of the item being requested.

PECS PHASE V: Answering Questions
The child with autism learns to use PECS to answer the question, "What do you want?"

PECS PHASE VI: Commenting
Now the child with autism is taught to comment in response to questions such as, What do you see?, What do you hear? and What is it? They learn to make up sentences starting with I see, I hear, I feel, It is a, etc.

Many individuals who have expressive communication limitations also have difficulty understanding how communication works. Because of this, they may not be interested in trying to communicate with others. Even if these individuals can speak some words, they may not use verbal words in meaningful communication exchanges with others.

A big challenge in teaching independent expressive communication to some students is finding a way to motivate them to participate and learn. You must introduce and teach picture communication in a fun and motivating way for the student to want to participate in the session and to learn structured expressive communication skills. To make the communicative messages more understandable it can be beneficial to use matching picture symbols that exactly represent the activity.

Communicating with pictures and identifying symbolic representations may be difficult for some individuals. An experienced Speech Language Pathologist (SLP) can lend needed guidance to those trying to implement picture communication. We offer instructional materials that may be beneficial to trained team members. Always keep in mind the student's abilities and goals before using these or any related learning materials.
Advantages of Picture Communication

The listener does not need special training because pictures are easy to understand and are often labeled.

Simple matching makes initial communication easier.

This is a research based intervention that is based on Skinner's analysis of verbal behavior.

Starting with PECS can help avoid creating a negative emotional history related to speech.

Many individuals start with the ability to point to what they want so there is a high possibility for success.

PECS is a fairly inexpensive, low tech language intervention.

More Helpful Articles: Using Visual Supports to Enhance Communication and Promote Literacy How to Teach Deep Breathing with Visual Supports Using Visual Supports to Help Your Student with Autism ​Executive Function and ASD: Evidence-Based Practices to Help ALL Learners Succeed

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The Picture Exchange Communication System (PECS)

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The Picture Exchange Communication System, or PECS, allows people with little or no communication abilities to communicate using pictures.

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This is a widely used communication system for students with ASD. This allows students to use pictures to communicate their needs and wants with a peer, family member, teacher or service provider. 

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This is a widely used communication system for students with ASD. This allows students to use pictures to communicate their needs and wants with a peer, family member, teacher or service provider. 

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First, all providers and educators should be aware of how to utilize the strategy. They should be aware of the icons that are going to be on a students PECS board and have input of what will be on there as well. 

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First, all providers and educators should be aware of how to utilize the strategy. They should be aware of the icons that are going to be on a students PECS board and have input of what will be on there as well. 

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The PECS board should be responsive to the individual student and should contain subjects the student frequently has as well as needs and interests the student has as well. As the student becomes more familiar with the system, there will be a gradual expansion of including full sentences such as "I want...(point to item the student wants)"

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The PECS board should be responsive to the individual student and should contain subjects the student frequently has as well as needs and interests the student has as well. As the student becomes more familiar with the system, there will be a gradual expansion of including full sentences such as "I want...(point to item the student wants)"

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All providers and educators should track the students ability to eventually use the system independently over time. 

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All providers and educators should track the students ability to eventually use the system independently over time. 

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It should be tracked if the student experiences more engagement or more frustration with the program. 

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It should be tracked if the student experiences more engagement or more frustration with the program. 

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Are you using social stories with your students for school? Social stories are an evidence-based intervention for individuals with autism, no matter what their age. Research shows that social stories work, and I can attest to that! This list of stories will continue to be updated as I create more social stories to use in the classroom.

Carol Gray developed "social stories" in 1990. Her work as a pioneer in the field of autism is highly respected. To read more, learn about her resources, or sign up for a training, click here.

This list includes social stories that are useful in the school setting. For the full list of all of the Autism Little Learners social stories, click here. The full list includes stories for home, school, community, and all the stories related to COVID-19.

To read more about how to write a social story, check out this article from Autism Parenting Magazine!
Active Shooter Drill Alphabet Potty Book Calming Corner Story Earthquake Story Easter Bunny Story Eating At The Table Getting A Haircut Going Back To School - Separation Anxiety Going To Kindergarten Going To School Holding Hands (Elopement) How To Calm My Body Hurricanes Losing A Tooth Keeping My Clothes On My Friend Has A Cast Picking My Nose Picture Day Small Group Spring Break Summer Vacation Taking A Break Tornado Drill Touching Other People Transitioning To A New School Transitioning To The Bus Trick Or Treating Visiting Santa Wearing Headphones Wearing Shoes At School Winter Break

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Social Stories For School | Free Library

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Are you using social stories with your students for school? Social stories are an evidence-based intervention for individuals with autism, no matter what

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This is a low communication tool that can be used to help students with ASD understand social situations that they are having a hard time communicating during. 

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This is a low communication tool that can be used to help students with ASD understand social situations that they are having a hard time communicating during. 

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They provide social guidance and concepts that may not be easy to understand at first glance, especially those with ASD.

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They provide social guidance and concepts that may not be easy to understand at first glance, especially those with ASD.

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For example, a student may have a hard time with transitions and moving from one activity to another. The social story provided to the student may explain the transition process, the expectations and what will happen before, during and after that transition. 

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For example, a student may have a hard time with transitions and moving from one activity to another. The social story provided to the student may explain the transition process, the expectations and what will happen before, during and after that transition. 

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First, the provider or educator must create or find a social story that is for the students specific challenge. Then, this social story should be reviewed 1:1 with the student. This can be done during the challenge, before or after. 

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First, the provider or educator must create or find a social story that is for the students specific challenge. Then, this social story should be reviewed 1:1 with the student. This can be done during the challenge, before or after. 

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After the challenging situation, the educator may revisit the social story to talk about how the students actions matched the social story expectations. 

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After the challenging situation, the educator may revisit the social story to talk about how the students actions matched the social story expectations. 

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The social story may be adapted based on needs.

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The social story may be adapted based on needs.

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Educators and providers must pay close attention and observe if the student is utilizing tools given through social story and is able to independently carry out the task that is expected. 

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Educators and providers must pay close attention and observe if the student is utilizing tools given through social story and is able to independently carry out the task that is expected. 

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The Importance of Visual Schedules for Students with Autism - Cornerstone Autism Center

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Create sensory-friendly learning spaces that support children with autism to foster comfort and engagement.

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This is a low-tech communication tool that can be used to ensure that students are aware of the next event that is going to occur. 

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This is a low-tech communication tool that can be used to ensure that students are aware of the next event that is going to occur. 

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This system outlines the schedule in a visual way to ensure that students can refer to the pictures and ensure they are aware of what is coming next. This reduces anxiety and other issues that may arise. 

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This system outlines the schedule in a visual way to ensure that students can refer to the pictures and ensure they are aware of what is coming next. This reduces anxiety and other issues that may arise. 

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A student with ASD may have a hard time transition between subjects, especially if there is a preferred one before a non-preferred one. Throughout the day, students and the teacher can continuously refer to the schedule to ensure the schedule is a group plan that is being followed.

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A student with ASD may have a hard time transition between subjects, especially if there is a preferred one before a non-preferred one. Throughout the day, students and the teacher can continuously refer to the schedule to ensure the schedule is a group plan that is being followed.

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First, the teacher should create the schedule with basic images that are easy to correlate with certain events. 

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First, the teacher should create the schedule with basic images that are easy to correlate with certain events. 

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At the start of each day, students should review the schedule and the teacher should make it known that the schedule is subject to change due to unforeseen circumstances. 

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At the start of each day, students should review the schedule and the teacher should make it known that the schedule is subject to change due to unforeseen circumstances. 

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Teachers and providers should track student engagement and how often the select student is referring to the schedule and how much it eases their anxiety and necessary transitioning skills.

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Teachers and providers should track student engagement and how often the select student is referring to the schedule and how much it eases their anxiety and necessary transitioning skills.

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This is a strategy or system that is typically done with the speech provider. 

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This is a strategy or system that is typically done with the speech provider. 

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This training helps students with ASD improve their abilities to engage in appropriate social interactions with one another. Role playing is a typical strategy that is used during this training. 

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This training helps students with ASD improve their abilities to engage in appropriate social interactions with one another. Role playing is a typical strategy that is used during this training. 

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For example, students may have a hard time taking turns during a conversation. During Social Skills Training, students may have a natural flow conversation and be reminded to have a 'wait time' to let the other person answer the question that was just asked. 

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For example, students may have a hard time taking turns during a conversation. During Social Skills Training, students may have a natural flow conversation and be reminded to have a 'wait time' to let the other person answer the question that was just asked. 

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First, the provider would select a social skill to focus on based on data that they observe or the teacher has provided them with. Then, they will model the behavior. 

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First, the provider would select a social skill to focus on based on data that they observe or the teacher has provided them with. Then, they will model the behavior. 

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Through role playing, students will take turns during the conversations and have fun acting out the social scenario. 

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Through role playing, students will take turns during the conversations and have fun acting out the social scenario. 

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All educators and providers should keep track of the specific skill that students are focusing on to ensure that the skill is being carried out during a normal flowing conversation. 

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All educators and providers should keep track of the specific skill that students are focusing on to ensure that the skill is being carried out during a normal flowing conversation. 

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Teachers and providers should give real-time quiet feedback to ensure the student is aware if they are or are not practicing the skill in an appropriate way. (i.e, I like the way you waited for a response...)

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Teachers and providers should give real-time quiet feedback to ensure the student is aware if they are or are not practicing the skill in an appropriate way. (i.e, I like the way you waited for a response...)

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When to use: Choice boards are effective in many situations such as:

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This is a visual tool that presents options to students that allows them to choose what they would like to do, eat or more. 

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This is a visual tool that presents options to students that allows them to choose what they would like to do, eat or more. 

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This board will typically include items or activities that the student typically engages with. 

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This board will typically include items or activities that the student typically engages with. 

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For example, a student with ASD may become very frustrated with an assignment and given the chance to calm down and take a break. This board will come into play and let the student choose which relaxing activity they would like to do for their break. 

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For example, a student with ASD may become very frustrated with an assignment and given the chance to calm down and take a break. This board will come into play and let the student choose which relaxing activity they would like to do for their break. 

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First, educators or providers should design the board and all have input on the icons a student will be able to pick from and when. 

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First, educators or providers should design the board and all have input on the icons a student will be able to pick from and when. 

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Then, the board should be introduced to the student and ensure that they are aware of the parameters of the board. 

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Then, the board should be introduced to the student and ensure that they are aware of the parameters of the board. 

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This board should be used at specific times during a students routine. As the student becomes more comfortable with the board, they student can start to have more complex choices. 

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This board should be used at specific times during a students routine. As the student becomes more comfortable with the board, they student can start to have more complex choices. 

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Educators and providers should have continuous data and observations of the students engagement with the board and their tolerance towards it. 

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Educators and providers should have continuous data and observations of the students engagement with the board and their tolerance towards it. 

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Our AAC app family has two new members supporting children and parents on their AAC journey.

Built from the ground up with an easy-to-use layout, step-by-step guidance and support, you can easily make communication with AAC a part of your everyday life.

Try AssistiveWare Proloquo and Proloquo Coach free of charge for one month.

You'll love how this symbol-based app helps users learn how to express themselves. Proloquo2Go puts the user's development first, with innovative features based on clinical knowledge and user research.

It's also one of the few AAC apps designed to support all users, from beginning to advanced. Completely customizable and designed for a range of fine-motor and visual skills, the app's versatility makes it useful for non-speaking people with autism, Down syndrome, cerebral palsy, and a range of other diagnoses or speech impediments like apraxia and dysarthria.

Grow and develop

Communicate with ease

Core words stay in the same place throughout the vocabulary to aid motor planning.

Customizable folder organization. You can also create your own folders easily, based on thematic templates.

Designed for a range of fine-motor and visual skills with options like 23 pre-programmed grid sizes and accessibility settings which support scanning and Apple's VoiceOver.

Use it your way

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The app continues to grow with us, and each update brings only greater utility and reward. Rupert is seventeen now, and I can't see us ever using any other communication format.

Proloquo2Go lets you be you. Choose from 100 voices, ranging from friendly adult voices to genuine children's voices and bilingual voices. The voices are created using real recorded speech, making them feel surprisingly natural. For some languages, you even have multiple options.

Exploring insurance options for Proloquo2Go? We've got you covered.

Our partner, AbleNet, specializes in guiding people through the insurance process for AAC apps and devices. AbleNet works with ALL speech-language pathologists, regardless of their experience with speech devices.

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Ask our Support team

Make every environment set up for quick access to AAC. These printable communication boards are handy to use across different environments. This is very helpful when the device is not available. Using core word boards means you can make AAC always available.
Quick communication boards (new!)
More words to communicate with. Read how to use the Quick communication boards.
Core word boards

Gateway to Language & Learning is an efficient core word vocabulary offering user vocabularies for children, teens, and adults.

Proloquo2Go has the CrescendoTM core word vocabulary built-in. The Gateway to Language and Learning© vocabulary is available as an in-app purchase.

Learn more about Crescendo and Gateway

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Proloquo2Go - AAC app with symbols - AssistiveWare

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You'll love how this symbol-based app helps users learn how to express themselves. Proloquo2Go puts the user's development first, with innovative features based on clinical knowledge and user research.

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This is an app that is available on iPads/tablets that can be used for children with autism. Users can select images that are then spoken out loud by whatever device they are using. 

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This is an app that is available on iPads/tablets that can be used for children with autism. Users can select images that are then spoken out loud by whatever device they are using. 

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For example, if a student needs help, they can press a symbol or icon that says 'help'. The device will then say "I need help." 

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For example, if a student needs help, they can press a symbol or icon that says 'help'. The device will then say "I need help." 

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This device can be personalized according to the Childs daily routine and common wants/needs. In the beginning, the educator, parent or provider should set the app up as so.

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This device can be personalized according to the Childs daily routine and common wants/needs. In the beginning, the educator, parent or provider should set the app up as so.

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The adult should model how the device is used and there should be a guided practice model for the first few days or weeks with using the device.

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The adult should model how the device is used and there should be a guided practice model for the first few days or weeks with using the device.

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Educators/providers should keep track of data that shows the tolerance level the student has towards the application and any behavioral changes they have in social settings and with common frustrating situations they may have challenge communicating during. 

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Educators/providers should keep track of data that shows the tolerance level the student has towards the application and any behavioral changes they have in social settings and with common frustrating situations they may have challenge communicating during. 

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The store will not work correctly in the case when cookies are disabled. JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

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This is a device that generates speech for individuals who struggle with communication. 

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This is a device that generates speech for individuals who struggle with communication. 

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There are buttons on the device that can be customized according to a students routine, wants and needs. 

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There are buttons on the device that can be customized according to a students routine, wants and needs. 

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This device is portable and perfect for students who struggle with communication. 

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This device is portable and perfect for students who struggle with communication. 

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For example, if a student is feeling frustrated during a specific activity. They can click the "break" button and it will say 'break' out loud. 

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For example, if a student is feeling frustrated during a specific activity. They can click the "break" button and it will say 'break' out loud. 

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To implement this, it must have common requests that the student may request. The device should be modeled for the student and there should be a constant reinforcement of using the device appropriately.  

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To implement this, it must have common requests that the student may request. The device should be modeled for the student and there should be a constant reinforcement of using the device appropriately.  

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Periodically, the usage of the device should be reviewed in different situations and ensure that the student can successfully utilize the device in all different situations. 

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Periodically, the usage of the device should be reviewed in different situations and ensure that the student can successfully utilize the device in all different situations. 

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Providers and educators should keep track of any behavioral changes that the student may exhibit (positive or negative) that can contribute to the success of usage of this device. 

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Providers and educators should keep track of any behavioral changes that the student may exhibit (positive or negative) that can contribute to the success of usage of this device. 

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Providers and educators should also keep track of appropriate usage of this device and tolerance levels as well.

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Providers and educators should also keep track of appropriate usage of this device and tolerance levels as well.

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"Communication Journey: Aphasia" is a vocabulary file containing features and vocabulary designed to support people with aphasia. It was developed by Lois Turner (SLP), Anne MacCallum (SLP) and Sarah Gauthier (SLP Assistant) in consultation with a group of speech-language pathologists who work exclusively with people with aphasia and brain injuries. All the participants work at CAYA (Communication Assistance for Youth and Adults) and the GF Strong Rehabilitation Centre in Vancouver, BC, Canada. The framework of the file was derived from the Life Participation Approach to Aphasia from the Aphasia Institute in Toronto, Canada. The pages were created to facilitate participation in daily activities and to promote social links.

Aphasia, a disorder caused by damage to the parts of the brain where language is stored, may affect the ability to comprehend language, to express oneself, to read, or to spell and write. "Communication Journey: Aphasia" can easily be adapted for use by people with different types of aphasia and a range of cognitive levels and degrees of severity.

Symbols, photographs, visual scenes, videos or words can be used on the message, topic and script pages. Included are pages that facilitate supported communication techniques, self-advocacy, directing care, and repair of communication breakdowns. Information typically included in communication books; including pain and emotion scales, maps, templates for personal information and life stories, and schedules are also incorporated into the vocabulary file. Specialized features include variable "rate of speech" and "pause between words".Grid size and vocabulary are easily customized to reflect and support the life experiences of the person with aphasia.

Although this vocabulary file contains starting-point vocabulary commonly required by adults with aphasia, it MUST be customized. Each person has a unique history and the file must reflect their lives, experiences and abilities.

Download the "Communication Journey: Aphasia File" User Guide.

Download the Saltillo Client Information Form

Download the CAYA Resource Document

This vocabulary file consists of categories of words with a symbol on each button. This file is intended for children without the ability to construct sentences yet.

This vocabulary file is intended for children that are beginning to create simple sentences. Each page contains 20 buttons of words with a picture. Words are organized into categories with some core words for creating beginning sentences.

This is a direct translation of the English version. VocabPC was designed by Gail Van Tatenhove, PA, MS, CCC-SLP, for adults and adolescents with developmental disabilities. Vocabulary in VocabPC is arranged as carrier phrases, interactive sentences, activity vocabulary and naming words. VocabPC uses a 12 location page layout.

This is a Spanish vocabulary file containing features and vocabulary designed to support people with aphasia. Developed originally in English and translated to Spanish. It was developed by Lois Turner (SLP), Anne MacCallum (SLP) and Sarah Gauthier (SLP Assistant) in consultation with a group of speech-language pathologists who work exclusively with people with aphasia and brain injuries. All the participants work at CAYA (Communication Assistance for Youth and Adults) and the GF Strong Rehabilitation Centre in Vancouver, BC, Canada. The framework of the file was derived from the Life Participation Approach to Aphasia from the Aphasia Institute in Toronto, Canada. The pages were created to facilitate participation in daily activities and to promote social links.

Aphasia, a disorder caused by damage to the parts of the brain where language is stored, may affect the ability to comprehend language, to express oneself, to read, or to spell and write. "Communication Journey: A fasia " can easily be adapted for use by people with different types of aphasia and a range of cognitive levels and degrees of severity.

Symbols, photographs, visual scenes, videos or words can be used on the message, topic and script pages. Included are pages that facilitate supported communication techniques, self-advocacy, directing care, and repair of communication breakdowns. Information typically included in communication books; including pain and emotion scales, maps, templates for personal information and life stories, and schedules are also incorporated into the vocabulary file. Specialized features include variable "rate of speech" and "pause between words".Grid size and vocabulary are easily customized to reflect and support the life experiences of the person with aphasia.

Although this vocabulary file contains starting-point vocabulary commonly required by adults with aphasia, it MUST be customized. Each person has a unique history and the file must reflect their lives, experiences and abilities.

Download the "Communication Journey: Afasia File" User Guide.

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"Communication Journey: Aphasia" is a vocabulary file containing features and vocabulary designed to support people with aphasia. It was developed by Lois Turner (SLP), Anne MacCallum (SLP) and Sarah Gauthier (SLP Assistant) in consultation with a group of speech-language pathologists who work exclusively with people with aphasia and brain injuries.

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This is an app that can be downloaded on any iPad or tablet that is speech generating for those with limited to no communication. 

# data[].attributes.subject
This is an app that can be downloaded on any iPad or tablet that is speech generating for those with limited to no communication. 

# data[].attributes.headline
Individuals can select icons from a grid of common requests, statements, needs or wants and the app will generate speech to others around them that communicates what the individual is trying to say.

# data[].attributes.subject
Individuals can select icons from a grid of common requests, statements, needs or wants and the app will generate speech to others around them that communicates what the individual is trying to say.

# data[].attributes.headline
For example, if a student is struggling to communicate how they are feeling, they can select words and phrases that represent their emotions. This can reduce frustration in academic settings and help the overall flow of the classroom and the teachers ability to fully understand their student.

# data[].attributes.subject
For example, if a student is struggling to communicate how they are feeling, they can select words and phrases that represent their emotions. This can reduce frustration in academic settings and help the overall flow of the classroom and the teachers ability to fully understand their student.

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First, this app should be customized according to a students daily routines and common wants/needs. 

# data[].attributes.subject
First, this app should be customized according to a students daily routines and common wants/needs. 

# data[].attributes.headline
Usage of this app should be modeled for the student several times with guided instruction and ample practice in different contexts. 

# data[].attributes.subject
Usage of this app should be modeled for the student several times with guided instruction and ample practice in different contexts. 

# data[].attributes.headline
Teachers and providers should monitor progress that the student is making independently with the application and the impact it has on social and behaviors. It should also be noted how often the individual is using the app and the tolerance level they have for it over several different situations. 

# data[].attributes.subject
Teachers and providers should monitor progress that the student is making independently with the application and the impact it has on social and behaviors. It should also be noted how often the individual is using the app and the tolerance level they have for it over several different situations. 

# data[].attributes.headline
This is an app that can installed on any iPad or table that generates speech that the student selects according to their needs or wants.

# data[].attributes.subject
This is an app that can installed on any iPad or table that generates speech that the student selects according to their needs or wants.

# data[].attributes.headline
This is based on the principles of LAMP (Language Acquisition through Motor Planning)

# data[].attributes.subject
This is based on the principles of LAMP (Language Acquisition through Motor Planning)

# data[].attributes.headline
For example, if students can not communicate verbally what they need in a situation, they can select phrases that go together like "I need" and "Help" to signal to an adult that they need help with something. 

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For example, if students can not communicate verbally what they need in a situation, they can select phrases that go together like "I need" and "Help" to signal to an adult that they need help with something. 

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It is important that all members of the IEP team are involved in creating the customized board that caters to the specific students routine, wants and needs.

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It is important that all members of the IEP team are involved in creating the customized board that caters to the specific students routine, wants and needs.

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Students should be taught how to use this application through modeling and guided instruction. Teachers should encourage consistent communication from the student using this device to ensure that it is consistently used in all different contexts.  

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Students should be taught how to use this application through modeling and guided instruction. Teachers should encourage consistent communication from the student using this device to ensure that it is consistently used in all different contexts.  

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Teaches and providers, as well as families, should be continuously monitoring progress with independent usage of the device. Behavioral and Social improvements should also be observed and kept track of as this signifies a tolerance with the application. 

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Teaches and providers, as well as families, should be continuously monitoring progress with independent usage of the device. Behavioral and Social improvements should also be observed and kept track of as this signifies a tolerance with the application. 

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Let's help those with complex communication needs make their voices heard, using good technology that actually makes things easier and supports everyone in helping the individual succeed.

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This is an application that can be installed on any iPad or tablet. This is a speech generating application

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This is an application that can be installed on any iPad or tablet. This is a speech generating application

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For example, if a student with ASD is struggling with communicating their wants or needs in that moment they are able to click requests that are personalized such as "I want to play with the dinosaurs". They will choose a picture or word that vocalizes their want in that moment. 

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For example, if a student with ASD is struggling with communicating their wants or needs in that moment they are able to click requests that are personalized such as "I want to play with the dinosaurs". They will choose a picture or word that vocalizes their want in that moment. 

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All members of the IEP team should be involved in the customization of the board that the student can choose from. 

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All members of the IEP team should be involved in the customization of the board that the student can choose from. 

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Ideally, usage of the device should be explicitly modeled to the student so they can explicitly understand the process of using it. After modeling, students should be encouraged to independently use this device and reinforce positive behavior with usage. 

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Ideally, usage of the device should be explicitly modeled to the student so they can explicitly understand the process of using it. After modeling, students should be encouraged to independently use this device and reinforce positive behavior with usage. 

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All members of the IEP team should monitor progress of the usage of the device. It should be monitored how often the student is using the device in a positive way and how often they become frustrated with it. Their overall behavior and positive social interactions should be monitored and observed to ensure that students are having a positive time with the device. 

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All members of the IEP team should monitor progress of the usage of the device. It should be monitored how often the student is using the device in a positive way and how often they become frustrated with it. Their overall behavior and positive social interactions should be monitored and observed to ensure that students are having a positive time with the device. 