Question
What AAC devices do you think would be a good choice if parents want to move on from PECS™? Do you think PECS helps teach verbalization?
Answer
My recommendation is when I have children that are using PECS, it depends on what level they are at with PECS system. For some of my children who are just putting together basic systems, a lot of times I will use a device like the Partner4 or the TechSpeak, the Cheap Talk, something that is pretty sensitive with its touch. I will make a blank overlay putting Velcro on those locations and then I will use the PECS symbols and actually just attach them with Velcro to the device. The children oftentimes still want to pull the pictures off, but usually the touch is sensitive enough that when they pull that picture off, it activates the voice output, and I start gradually teaching them that they do not necessarily need to pull the picture off, but that they can point to it. Then as we move on from there, we can add picture symbols and make those choices. Anything that offers sensitivity to the device is good. For PECS teaching vocalization, the research has shown, and I truly believe, that any sort of augmentative communication system really does help supplement the verbal skills. I think that it takes the pressure off of a child being required to have verbal output and really just encourages that vocalization. It gives them a consistent model, especially our children with autism. A voice output on a device, especially with a synthesized or computerized voice, is consistent all the time. It is the exact same model over and over. For many of our children, I think that is a great thing.
Kristi Murphy received her Bachelor of Science in Speech Pathology and Audiology at Miami University in Oxford, OH. She completed her Master of Arts in Speech-Language Pathology at the University of Akron. She is currently employed in Oak Hills Local School District and works with children K-12 in specialized classrooms. Her current student caseload consists primarily of students with multiple disabilities, orthopedic impairments, and autism. A large portion of her caseload is non-verbal and requires some type of augmentative or alternative communication.
