| Home | Syllabus | Title Page | Introduction | Lo Tech and Hi Tech Tools | AAC Tools | iPad and Tablet Technology | Conclusion | Bibliography |
There are many types of AAC tools. A low-tech tool is simply a tool that does not need batteries. Users may use a simple head nod or eye gaze to communicate. These tools can be as straight forward as a picture, and include ASL or Picture Exchange Communication System (PECS). According to an article in the Journal of Applied Behavior Analysis, PECS is a pictorial system developed for children with communication needs. The pictures are adhered with Velcro on either a notebook or their PECS board (Charlop-Christy, Carpenter, Le, LeBlanc, & Kellet, 2002). The goal is for the child to not only identify the pictures, but also eventually make sentences. At the start, they will make “I want” sentences by choosing a picture of the snack item they want for snack, water or milk for example. A child uses this system to initiate requests, respond to questions, and make social comments (Charlop-Christy, Carpenter, Le, LeBlanc, & Kellet, 2002, p. 214). Children learn to scan with PECS, once they understood this technology, they move onto more high technology tools.
A high-tech tool is a tool that needs batteries. These tools include voice output devices that produce sound when activated. These devices offer a nonverbal child an opportunity to voice their needs (Why use a voice output communication device?, 2009). They can be activated directly (direct selection/manual selection) by touching the device or indirectly (alternative activation) using another type of switch (ASHA, 1997). The Center for AAC & Autism website states that an advantage to voice output devices is that they allow the child to “talk.” This in turn allows the communication partner to understand what the child wants or intends. The output also allows the child to know immediately if what the voice output device said is what they meant to communicate providing immediate clarity in their communication (Why use a voice output communication device?, 2009). These systems allow a child to begin to advocate verbally for himself by allowing them to ask for what they want or need.