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This a high-tech device that can be used for several purposes including conversational turn-taking, making requests, turn-taking games (such as cards) or storytelling. The user presses the button and a pre-recorded message is played. It has 4 levels and can hold up to 300 seconds worth of recordings.

To implement, the provider will pre-record messages for what they would like the student to communicate. Example: Game. "My turn," "Your turn," etc. The provider would then start the game conversation and prompt the student to press the button. Reinforcers should be given when the student follows the direction. Prompts should be faded out.

The device is effective if the student progresses to needing fewer prompts to use the device or spontaneously presses the button to communicate. Device is also effective if student begins to imitate speech or spontaneously use verbal speech to communicate. Official frequency data can also be utilized to document progress.

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This versatile communicator provides single, sequential and random message capabilities, includes 4 levels, and 300 seconds of recording time. Use it for cards, games, storytelling and more. Can be activated by an external switch or used to activate other devices.

Communication Loan Library:
* Items available only ON LOAN for 3 months
* Must be recommended by the child's Speech Therapist - please put speech therapist contact information in the "notes" section of the item request form
* These items are available only to Southwest Virginia area residents

In stock

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Big Talk Triple Play-Red | Children's Assistive Technology Service (C.A.T.S.)

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This versatile communicator provides single, sequential and random message capabilities, includes 4 levels, and 300 seconds of recording time. Use it for cards, games, storytelling and more. Can be activated by an external switch or used to activate other devices.

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This device is a symbol/visual based app to aid in communication (like Proloquo2Go). It offers text to speech when the icons are touched. Speech can be recorded by the provider or their are several voice options (e.g., a child speaker or specific accents that can represent the student). This device can be used for non-verbal students with autism or research has shown that the combination of visual supports and text to speech can encourage and promote speech for students with autism.

This system is similar to a digital PECS board but can be updated easily for additional vocabulary and the field options for how many word/visual options that are available can be changed as the student needs (e.g., starting with one word option on a page, then increasing to two, and so forth). It can easily grow with the students' communication needs.

To implement, model how to use the device and following the PECS phases. As student's vocabulary needs increase, pages can be created to group words into categories (Reinforcer page, food page, people page, etc.) Pages can be switched to like a tab on a web browser.

Similar to other high-tech devices, if the student demonstrates successful communication by touching images that represent the correct item, the device is effective.

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A customizable AAC app and upgrade from GoTalk NOW

Product Features:

Incorporates all features from GoTalk NOW

Provides flexibility for importing sounds and images

Stores an unlimited number of messages

Includes SymbolStix Library, Ready-Set-Communicate Book, and Acapela® text-to-speech voices

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widget type="Swissup\Easybanner\Block\Placeholder" placeholder="10" type_name="EasyBanner: Placeholder"}} Product Features: Incorporates all features from GoTalk NOW Provides flexibility for importing sounds and images Stores an unlimited number of messages Includes SymbolStix Library, Ready-Set-Communicate Book, and Acapela® text-to-speech voices

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This a high-tech device that can be used for several purposes including conversational turn-taking, making requests, or storytelling. The user presses the button and a pre-recorded message is played. This device is unique as it combines sensory with the button so students are motivated to use the device.

To implement, the provider will pre-record messages for what they would like the student to communicate. Example: Greetings/introductions. "Hello," "My name is ____," "I'm happy today," etc. The provider would then start the greeting/conversation and prompt the student to press the button. Reinforcers should be given when the student follows the direction. Prompts should be faded out.

The device is effective if the student progresses to needing fewer prompts to use the device or spontaneously presses the button to communicate. Device is also effective if student begins to imitate speech or spontaneously use verbal speech to communicate.

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Category: sequential message communicator

The Gooshy Step Talking Sequencer, model 673, is a direct selection communicator designed for use by individuals with cognitive, communication, or speech disabilities. When the device is activated, it plays a series of pre-recorded messages (a total of 300 seconds long), allowing a user with limited communication skills to carry on a simple conversation. The device can be used for sequencing, testing, directions, multiplication, memorization, medical instructions, storytelling, and sing-along. POWER: Uses 4 double-A batteries. DIMENSIONS (HxLxW): 2 x 4.5 x 10 inches.

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Category: sequential message communicator The Gooshy Step Talking Sequencer, model 673, is a direct selection communicator designed for use by individuals with cognitive, communication, or speech disabilities. When the device is activated, it plays a series of pre-recorded messages (a total of 300 seconds long), allowing a user with limited communication skills to carry on a simple conversation.

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This device is a symbol/visual based app to aid in communication. It offers text to speech when the icons are touched. This device can be used for non-verbal students with autism or research has shown that the combination of visual supports and text to speech can encourage and promote speech for students with autism.

This system is similar to a digital PECS board but can be updated easily for additional vocabulary and can hold 10,000 + words. It can easily grow with the students' communication needs.

To implement, model how to use the device and following the PECS phases. As student's vocabulary needs increase, folders to group words into categories can be opened (Reinforcer folder, food folder, people folder, etc.)

Similar to other high-tech devices, if the student demonstrates successful communication by touching images that represent the correct item, the device is effective.

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The go-to, full featured AAC solution for people who have difficulty speaking. Provides natural sounding text-to-speech voices.

For iPhone, iPad & Apple Watch.

Symbol-Supported Communication.
Beginning to Advanced Communicators.

Not being able to speak isn't the same as having nothing to say. Children, teens and adults who can't speak can use this Augmentative and Alternative Communication (AAC) app for iOS as a daily communication tool and to build language skills. From the first time someone opens the app, a few taps are all it takes to start talking to the world.

Learn to Communicate with AAC

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-verbal people with autism, Down syndrome, cerebral palsy, and a range of other diagnoses or speech impediments like apraxia and dysarthria.

An AAC app for Kids, Teens and Adults

Proloquo2Go in Action

Grow and Develop

Studies show that just 200-400 words make up 80% of what we say. Known as core words, they act as the basis of Proloquo2Go. Users can develop from single words to full grammatical sentences in the same comprehensive app.

Research-based core word Crescendo™ vocabulary which works with best practices like modeling to grow language skills.

No limit on language development, and fringe word vocabulary of 10,000+ words and customizable vocabulary levels.

Helps a user gradually learn vocabulary by revealing words step by step with the Progressive Language feature.

Communicate with Ease

Smart features and a handy layout make navigating and using the app simple.

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

Quickly and easily customizable - everything from the vocabulary to the appearance can be changed.

Add your own buttons for the most important things in your life - choosing from 25,000 symbols or using your own photos.

Over 100 free natural-sounding Text to Speech voices across all languages, including our own children's voices. Supports bilingual use, including switching languages mid-sentence.

Use your regional vocabulary and accent with voices in British, Australian and American English, European and Canadian French, Castilian and American Spanish, and Dutch and Flemish

Quality Text to Speech Voices

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.

Proloquo2Go for iOS, iPadOS and watchOS

Works on iPhone, iPad, and Apple Watch

Compatible with iOS 12.4 and watchOS 5.0 or later

Available in English, Spanish, French, and Dutch

Custom Keyguards Available for iPad

Operating System

iOS / iPadOS, watchOS

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The go-to, full featured AAC solution for people who have difficulty speaking. Provides natural sounding text-to-speech voices. For iPhone, iPad & Apple Watch.

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Dynavox is a high-tech AAC device that is used for communication. They have many product options that can be used by eye tracking, touch, or switches. A high-tech AAC device is a great option if the student with ASD is non-verbal but has receptive communication to understand that the visual represent words, ideas, or tasks. The student must also have some understanding of cause and effect to effectively use the device.

Implementation is similar to PECS. Typically if a high-tech device is being introduced, the child has experience with visual supports. So starting at phase 3 (visual discrimination) of the PECS implementation could be an appropriate phase to start with before moving through the rest of the phases.

If the student is correctly making requests/communicating by using the device, then the device is effective. There can be a strong learning curve when first introducing the device so giving ample time (8 weeks) before seeing growth can be typical.

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Shop our apps and software for AAC (augmentative & alternative communication) and eye control/eye tracking/eye gaze. Tagged "Touch, Communicate".

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Visual schedules can be used for students with autism that understand that a picture represents a task. Example: a toilet represents that it's time to use the bathroom, a slide represents that it is time to go outside and play, etc. Visual schedules promote independence and provide predictability for students with autism.

Visual schedules can be for between task schedules or within tasks schedules, (Vanderbilt Kennedy Center, 2012).

Create a schedule for an activity or for the order of tasks within a day. Visuals can be of a literal object within the room (e.g., actual toilet they use at home), real objects that are not in the room (e.g., a toilet from the internet), or cartoons/drawings. The visual type depends on the child's comprehension. The provider should show the child the full schedule and then verbally walking through each task. As the child completes a task, there should be a way to mark it as complete (e.g., removing the visual from the schedule, using an expo marker to draw a checkmark, etc.) and look at what activity is next. Example: Child finishes lunch, marks it complete on their schedule, then checks what activity is next and transitions to the activity.

Effectiveness can be determined by observational data. Does the child show more independence by transitioning without behaviors and transitioning with less supports/directions? Less support and more participation can let the provider know that the strategy is aiding the student with their communication and independence.

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Visual schedules are picture or symbol-based organizers to sequence the order of tasks in a certain block of time or during the day. Visual schedules can be printed on paper or in digital format using an online tool, app or software.

Visual schedules work well for students who use visual symbols to understand and communicate. By providing routine, predictability and structure, individuals can foster independence and learn to transition successfully from one task to another. Visual schedules can be used to break down a new skill or process into manageable, small chunks so the task is not overwhelming, which can reduce melt downs.

Print-Based Visual Schedules

Digital Tools for Visual Schedules

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Visual schedules are picture or symbol-based organizers to sequence the order of tasks in a certain block of time or during the day. Visual schedules can be printed on paper or in digital format using an online tool, app or software. Visual schedules work well for students who use visual symbols to understand and communicate.

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This is a strategy for children to request what they want or need. This system is paired with reinforcement/motivation when the child correctly makes a request.

Example: A child spontaneously requests for food (this is manding). Their hunger was a strong motivator for them to make the request. Verbal praise can be given as a reinforcer along with the food that was requested.

This strategy can be used for all ages, however it is typically the first strategy that parents, caregivers, and providers use to encourage communication since it is an unaided strategy.

To teach this strategy, modeling, time delay, and repetition should be used. Modeling how to make a request (you can use a peer model for this) and then given the child the opportunity to imitate. Example: Parent: Do you want food. Food. Child: food. The next step is pairing modeling with time delay. Example: Parent: What do you want? Do you want....food? Child: Food. The child might complete the sentence, might say food along with the parent, or imitate food after the parent says food. Once the child completes the sentence, the next step would be spontaneously making the request. Example: "Parent: What do you want?" Child: "Food"

To determine if manding is effective for the child, observational data and frequency data can be taken over a 6 week period for one request phrase. How many opportunities they had to make the request and how many times were they successful can be a great indicator on whether manding is a successful communicaiton strategy.

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One time I was working with a parent who asked, “What is manding?” after reading over their child’s updated treatment …

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Picture Exchange Communication System (PECS): Low-Tech

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Picture Exchange Communication System (PECS): Low-Tech

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This communication system uses visual supports. A person will exchange the visual for what they need/want. This system is a great choice for students with ASD to initially teach communication or as a low-tech, long term solution if they are non-verbal.

There are 6 phases for implementing PECS: how to communicate, distance and persistence, picture discrimination, sentence structure, responsive requesting, and commenting.

Phase 1 consists of using a single picture for the student to make successful requests with. Phase 2 is generalizing the skill with different people and environments. Phase 3 is adding additional pictures for visual discrimination. Phase 4 is combining visuals to create a sentence (e.g., "I want ____"). Phase 5 is using the visuals to respond to questions. Phase 6 is learning to comment or add to a conversation without answering a question or making a request.

Observational data should be taken for 6-8 weeks to determine the effectiveness of the communication system, (Norrie et. al., 2021). Phase mastery can be used to determine effectiveness as well.

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Developed by Andy Bondy, PhD & Lori Frost, MS, CCC-SLP

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American Sign Language (ASL): Unaided AAC option

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American Sign Language (ASL): Unaided AAC option

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For this strategy, no materials need to be prepared, so it is an unaided AAC system (Lorah, et. al, 2021).

This strategy can be used in combination with other AACs and communication strategies such as modeling and visual supports.

ASL is a strategy that is always accessible and students can quickly make requests or communicate. If a student is non-verbal and does not use visual supports, ASL is a great communication strategy to implement.

To implement this strategy, Discrete Trial Training (DTT) can be used to initially teach a new sign. Then the teacher can use appropriate opportunities to model the sign and have the student imitate. Eventually, modeling the sign should be faded out as student gains more independence with the signs.

Observational and frequency data can be used to determine if more independent requests are being made using sign language and how often a sign is being used.

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Maria De Leon, MS, SLP

What is Augmentative Alternative Communication (AAC)?

Believe it or not, we all have used a form of AAC in our lives. You may have or seen people use a gesture or facial expression to communicate. You may have seen an individual point to pictures or push buttons on a computer that speaks for them. Or you may be that person who prefers texting rather than speaking on the phone. If you have done any of these forms of communication, you have used AAC.

The American Speech-Language Association (ASHA) states that Augmentative and Alternative Communication (AAC) includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas. AAC can be used to supplement existing speech, and alternatively when used in place of speech that is absent or not purposeful.

Types of AAC

Unaided AAC

AAC that does not require external tool or physical aid. This type of form requires some motor control of our own body.

AAC that uses tools or materials either electronic (high-tech) or non-electronic (low/light tech). This include but is not limited to:

Speech generating devices (SGDs) or Voice Output Communication Aids (VOCAs)

AAC Applications

For years now, research has shown that AAC can be used to help those with developmental and acquired disabilities to communicate successfully. Children with autism often experience difficulties in expressing their wants/needs and understanding the world around them. Not being able to communicate in a way that others can understand them affects the child's and their family's quality of life. This can result in frustration and unwanted behaviors.

At NAPA Center, our goal is to provide all the necessary tools for the child to communicate effectively his/her wants, needs, thoughts, and feelings. This is why we provide and accept multiple means for the child to communicate. This means can range from gestures, sign language, voice output from a speech-generating device, or a combination of forms. The earlier we start language intervention, the faster the child learns how to communicate effectively and eliminate unwanted behaviors.

Benefits of Sign Language for Autism

Many children with autism have been able to learn and communicate successfully via sign language because it is visually based, unaided, and provides a mode of quick communication. Additionally, it is something that can be easily learned and used anywhere, at any time. By providing a way for the child to communicate you can help reduce negative behaviors that arise from the child's inability to communicate their immediate wants and needs.

Basic Sign Language for Autism (ASL - American Sign Language)

Some signs that you can start teaching are: "more", "all done", "help", "eat", "drink". It is important to remember that when teaching and using sign language one can pair it with verbal language. For some children using the visual of the signed word can help them in a transition to verbal speech as the sign acts as a visual aid for spoken words.

Benefits of Speech Generating Devices (SGDs)

Using SGD's with children with autism can teach language and literacy skills. One popular myth about AAC and SGDs is that it will obstruct the development of verbal speech. However, research has shown us that on the contrary, AAC helps children develop language and verbal speech faster. It allows children to have a visual and auditory representation of vocabulary words and the ability to combine words to make meaningful sentences. Some SGD's, like the ones in forms of an application in an iPad or mobile device are highly portable, relatively low cost, and helps empowers the family and child. Some examples of these applications include but are not limited to LAMP, Touch Chat, Proloqu2go, and Avaz.

If you have questions about therapy options for children with autism , AAC, or would like more information on how to get started, get in touch with your speech language pathologist. Additionally, feel free to contact NAPA's Pediatric Speech Therapy program for a free consultation with one of our speech language pathologists. We specialize in AAC and treat a diverse range of diagnoses, including autism. We are here to help - reach out anytime!

Maria De Leon is a Speech Language Pathologist (SLP) at NAPA Center, with more than 5 years in the special education field. She has worked with a variety of families to help children reach their highest potential. She has a passion for Augmentative and Alternative Communication (AAC) and advocating for individuals with communicative disorders. She loves coffee and, on the weekend, you can find her catching up on tv shows with her kitty and puppy.

About NAPA Center

At NAPA Center, we take an individualized approach to therapy because we understand that each child is unique with very specific needs. We embrace differences with an understanding that individualized programs work better. For this reason, no two therapeutic programs are alike. If your child needs our services, we will work closely with you to select the best therapies for them, creating a customized program specific to your child's needs and your family's goals. Let your child's journey begin today by contacting us to learn more.

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Benefits of Sign Language and Other Forms of AAC for Autism - NAPA

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Benefits of sign language and other forms of AAC for Autism. Learn all about it in this blog by NAPA therapists!

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A concrete strategy to represent words. Can be used to teach vocabulary, help with transitions, or for child to make a request.

This strategy should be used with students who do not understand/connect visual supports to real objects or ideas.

To implement, show child the related object to the target word each time the target word is spoken. (Exposure and repetition).

Example: A child is struggling to transition to a meal. A fork or spoon should be shown every time to prompt that it is dinnertime. Child can take the item with them to the

Observational data collection should be utilized to evaluate the effectiveness. Student should demonstrate by identifying, transitioning, or requesting with less support.

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The use of 'Objects of Reference' is a powerful and highly effective approach used by Speech and Language Therapists with a range of clients. A well-established approach; objects of reference can aid understanding of spoken language, support understanding of daily routines and provide a means of expressive communication.

What are Objects of Reference?

An object of reference is any object which is used systematically to represent an item, activity, place, or person. Understanding real objects is the first stage of symbolic development. Therefore using objects is considered the most concrete way of representing a word. Objects of reference are used with individuals who find it difficult to understand spoken words, signs, symbols or photographs. The object can be:

A real object, for example a toilet roll to represent going to the toilet

Part of a real object, for example part of a towel to represent bath time

Miniature objects, for example a toy desk to represent that it is time to work

Abstract objects, for example a silk scarf to represent a particular person

Smells and sounds of reference can also be used to provide multisensory feedback.

Who can you use it with?

Objects of reference were originally used with people with multi-sensory impairment. Today, objects of reference are used with a range of people who find it difficult to access other systems of communication (e.g. spoken language, signing and symbols). Clients who often benefit from this system have:

Visual impairment

Hearing impairment

Autistic spectrum disorder (ASD)

Learning disabilities (often severe or profound and multiple disabilities)

Who can implement it?

This approach can be implemented by therapists, school/support staff and family members. An Speech and Language Therapist will work in collaboration with significant people in the client's life to set up an objects of reference programme, and to support you throughout your journey to ensure the approach is implemented consistently and successfully.

Why use Objects of Reference?

To increase understanding of the spoken word

To signal the beginning of a new activity

To enable the client to make their own choices

To enable the client to request items and activities

To provide a visual representation of their day

Further information

If you are interested in using objects of reference with your family member, student or service user it is best to have their needs assessed. A Speech and Language Therapist can carry out a symbolic development assessment to determine if this system is suitable and can support you to set up this system and can provide training to ensure it is used correctly and consistently.

To find out more about using objects of reference contact us today and one of our therapists will be able to offer you a free initial telephone consultation.

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Objects of Reference - Integrated Treatment Services

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An object of reference is any object which is used systematically to represent an item, activity, place, or person. Understanding real objects is the first stage of symbolic development.