It is important when you get the device to begin using it to request favorite people, toys, shows, music and food (if they eat by mouth). So first you will need to personalize the device so the child is aware that "my favorite things are in there!" If they have functional vision, you can use icons and pictures when necessary (for example, photos of people). In the very beginning, your child is an emerging communicator. That means they need to look at the device, make a selection, hear the word or words and then experience the language. For example, they look at the icon of bubbles, they activate the button (touch, switch, eye gaze), hear the words "I want bubbles" and then experience you blowing bubbles.
FAQ at this time: Did they mean to do that? or But they don't know what that symbol means.
First, they only learn what the symbol means by seeing it, touching it, hearing it and experiencing it. So we are NOT testing them at this point. We are NOT saying "FIND THE... bubbles" and then when they activate "music" we decide they don't know "bubbles". They may actually prefer music over bubbles and are not wanting to follow your directions. They may not know what the bubbles or music icons mean, and they are exploring. Feel free to model, activating and experiencing the language as a teaching moment. We are teaching them a new language. When a baby says "mamamamam" do they know that you are called "mama"? We don't care! We teach that what they just said has meaning by saying "That's right! I'm your Mama...Mama...Mama." We don't get caught up in whether or not they meant to say that. We attribute meaning to their form of communication and they then learn that you are "mama" and when they say "mama," they get you! Children using communication devices deserve the same chance to explore! They see it, they touch it, they hear it and then they experience the language, therefore learning that the symbol and that word have meaning.
So, did they mean to say that? In the beginning, it doesn't really matter. They say it, they experience the language. If they liked it, they will say it again. They need to learn that when they talk, you are listening and respecting their voice. So if they say something and we assume they didn't mean to say it, so we ignore the selection, we teach them that their voice doesn't matter. So, we presume they meant to make that selection and they get to experience the language. Now...there are limits. This is not a giant and expensive choice making machine. There are many other functions of language including acceptance (yes, more), rejection (no, all done), asking and answering questions, social greetings, etc. So, if your child asks for ice cream at 2:00 am, you can say "I hear you want ice cream but we don't eat ice cream in the middle of the night." You acknowledge their voice. They aren't little dictators and they get to hear "no" or "not right now" just like everyone else. They might cry or be mad. How wonderfully typical is that communication exchange? Now, we are communicating!
How do I personalize the device? Your SLP should be able to help you. If not, most device manufacturers and app creators have YouTube videos that you can follow along, pause, complete a step on your device and then unpause to see the next step. I have links to many popular device manufacturers and popular apps under the AAC TAB at the top of this webpage.
FAQ at this time: Did they mean to do that? or But they don't know what that symbol means.
First, they only learn what the symbol means by seeing it, touching it, hearing it and experiencing it. So we are NOT testing them at this point. We are NOT saying "FIND THE... bubbles" and then when they activate "music" we decide they don't know "bubbles". They may actually prefer music over bubbles and are not wanting to follow your directions. They may not know what the bubbles or music icons mean, and they are exploring. Feel free to model, activating and experiencing the language as a teaching moment. We are teaching them a new language. When a baby says "mamamamam" do they know that you are called "mama"? We don't care! We teach that what they just said has meaning by saying "That's right! I'm your Mama...Mama...Mama." We don't get caught up in whether or not they meant to say that. We attribute meaning to their form of communication and they then learn that you are "mama" and when they say "mama," they get you! Children using communication devices deserve the same chance to explore! They see it, they touch it, they hear it and then they experience the language, therefore learning that the symbol and that word have meaning.
So, did they mean to say that? In the beginning, it doesn't really matter. They say it, they experience the language. If they liked it, they will say it again. They need to learn that when they talk, you are listening and respecting their voice. So if they say something and we assume they didn't mean to say it, so we ignore the selection, we teach them that their voice doesn't matter. So, we presume they meant to make that selection and they get to experience the language. Now...there are limits. This is not a giant and expensive choice making machine. There are many other functions of language including acceptance (yes, more), rejection (no, all done), asking and answering questions, social greetings, etc. So, if your child asks for ice cream at 2:00 am, you can say "I hear you want ice cream but we don't eat ice cream in the middle of the night." You acknowledge their voice. They aren't little dictators and they get to hear "no" or "not right now" just like everyone else. They might cry or be mad. How wonderfully typical is that communication exchange? Now, we are communicating!
How do I personalize the device? Your SLP should be able to help you. If not, most device manufacturers and app creators have YouTube videos that you can follow along, pause, complete a step on your device and then unpause to see the next step. I have links to many popular device manufacturers and popular apps under the AAC TAB at the top of this webpage.