1. Autism Spectrum Disorder (ASD)
Autism Spectrum Disorder (ASD) is characterized by a wide range of differences in social communication and interaction, often accompanied by repetitive behaviors and distinct learning styles. Autistic individuals may have varying degrees of speech and language development, which can impact their ability to communicate effectively with others.
Speech-generating devices offer a powerful solution by supporting and enhancing communication for those on the spectrum. By integrating SGDs into intervention plans, SLPs can provide autistic individuals the tools they need to express themselves more fully, engage more deeply in social interactions, and unlock their potential in unique and meaningful ways.
Why SGDs are Valuable:
- Enhanced Communication: Research indicates that AAC interventions, and particularly the use of SGDs, improve both communication and spoken language outcomes (Sterrett, K. et al., 2022). AAC does not hinder speech production. Instead, many studies have shown an increase in speech output among autistic individuals who use SGDs (Schlosser & Wendt, 2008).
- Increased Communication Functions: Emerging evidence shows that AAC devices can be utilized to teach a variety of language functions for children diagnosed with ASD. AAC can go beyond requesting, and support communication functions such as greeting, commenting, and requesting information or actions (Logan, Iacono, & Trembath, 2016). AAC devices can also support turn taking and social communication in this population (Griffin, Holyfield, Lorah, & Caldwell, 2023).
- Customizable Options: Every autistic child is unique, which means there’s no one-size-fits-all solution. With the QuickTalker Freestyle, you can select any app from the app store to ensure the features match each child’s strengths and communication abilities.
- Support for Gestalt Language Processors (GLPs): For those who process language on phrases or chunks, which is common in ASD, apps with built-in phrases or the ability to program preferred phrases can support their communication development and language acquisition.
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2. Cerebral Palsy (CP)
Cerebral Palsy (CP) is a group of neurological disorders that affect movement, muscle coordination, and posture. Its impact on communication can be significant. Individuals with CP may experience speech difficulties due to challenges with muscle tone and control, making verbal communication a complex task. Speech-generating devices provide an essential avenue for communication by bridging the gap caused by motor impairments. For individuals with CP, SGDs offer a pathway to expressive and receptive communication, enabling them to participate more fully in social, educational, and personal interactions. With the right support, those with CP can overcome barriers and express themselves with clarity and confidence.Why SGDs are Valuable:
- Universal Benefits: Hustad and Miles (2010) found that both speaking and non-speaking children with CP benefit significantly from SGDs as part of their education plan.
- Long-Term Impact: Adults with CP who have used AAC devices for over 15 years report a positive impact on their quality of life, highlighting the enduring benefits of these devices (Dressler, Bland, & Baumgartner, 2016)
- Adaptive Equipment: With switches and mounting systems designed to accommodate various motor control needs, the QuickTalker Freestyle can be customized for each individual’s abilities.
3. Down Syndrome (DS)
Why SGDs are Valuable:
- Improved Outcomes: 95% of parents report that their children with DS have difficulty being understood by persons outside their immediate social circle (Kumin, 2002). Barbosa, Renata Thaís de Almeida et al. (2018) found that SGDs can improve communication, cognitive skills, and social interaction for individuals with Down Syndrome, showing the benefits of SGDs in helping these individuals be understood and further develop their speech and language.
- Community Engagement: AAC can improve participation and communication during community activities with unknown communication partners for young adults with DS, according to a case study by Babb, Salena et al (2021), showing the importance of AAC for individuals of all ages.
- Augmentative Support: Individuals with Down Syndrome frequently have hypotonia or low muscle tone, which can impact their speech sound production. For individuals who are speaking but have difficulty with speech production, SGDs are a great option that can augment their communication when needed and help prevent communication breakdowns with familiar and unfamiliar listeners.
4. Childhood Apraxia of Speech (CAS)
Childhood Apraxia of Speech (CAS) is a motor speech disorder that affects a child’s ability to plan and coordinate the precise movements needed for clear speech. This disorder can be frustrating for children as they struggle to communicate their thoughts and feelings effectively. Traditional speech therapy is essential; however, incorporating speech-generating devices can dramatically enhance a child’s ability to convey messages, reducing frustration and fostering positive communication experiences. SGDs offer crucial support by enabling children with CAS to participate actively in conversations and social interactions, thereby facilitating language development and boosting their confidence in their communicative abilities. For these children, access to SGDs can be a pivotal element in their journey toward communicative competence.Why SGDs are Valuable:
- Proven Effectiveness: Children with CAS are at a higher risk for language, reading and spelling difficulties. Research demonstrates that SGDs can significantly improve communicative and linguistic competencies in children with severe CAS, facilitating language development and academic achievement (Lüke, 2016).
- Improved Social Interactions: Using AAC, children with CAS have greater opportunities to initiate and maintain social interactions and can more easily repair communication breakdowns across various communication partners (Cumley & Swanson, 2009).
- Augmentation and Support: For children with CAS, SGDs can effectively support speech production and ensure individuals are understood across various contexts and communication partners when needed. SGD can be used for as long as needed in conjunction with speech therapy.
5. Phonological Disorder
Phonological disorders involve patterns of sound errors that can affect a child’s ability to be understood, often leading to difficulties in effective communication and social interactions. These disorders can manifest as not being able to produce certain sounds or simplifying complex sounds, which can impact a child’s intelligibility.
While traditional speech therapy is essential for addressing these challenges, speech-generating devices offer supplementary support by providing a reliable means of communication. With SGDs, children can express themselves more clearly, reducing communication barriers and easing interactions with peers and adults. By integrating these devices into their intervention plans, SLPs can help children with phonological disorders enhance their communication skills and improve their ability to be understood across various settings.
Why SGDs are Valuable:
- Conversational Repair: SGDs can serve as an augmentative tool for individuals with phonological disorders, helping to support their communication as needed when communication breakdowns occur. Conversational repair and quickly augmenting speech with a word or phrase should be the focus on the device for this population (Lawrence, 2017).
- Build their Toolbox: SGDs offer a versatile tool in a learner’s toolbox for supporting communication for those with severe phonological disorders.
6. Progressive Disorders (e.g., Parkinson’s, ALS)
Progressive disorders, such as Parkinson’s disease and Amyotrophic Lateral Sclerosis (ALS), present unique challenges as they gradually affect an individual’s ability to communicate effectively. These neurodegenerative conditions often lead to a decline in motor and speech functions over time, making verbal communication increasingly difficult.
For individuals with progressive disorders, speech-generating devices serve as vital tools to maintain their communication abilities and preserve their autonomy. By introducing SGDs early in the disease progression, individuals can become familiar with these tools, ensuring seamless communication as their needs evolve. Access to SGDs empowers those with progressive disorders to remain connected with their families, friends, and caregivers, significantly enhancing their quality of life even as their condition advances.
Why SGDs are Valuable:
- Functional Communication: Fried-Oken, Mooney, & Peters, (2015) found in a review that “AAC should be standard practice for adults with neurodegenerative disease,” especially since the majority of people [with ALS] will lose their ability to speak (Beukelman, Fager, & Nordness, 2011)
- Early Integration: Starting with SGDs early allows individuals to learn and adapt to these tools before their condition progresses. This is preferred to implementing AAC later when speech is no longer intelligible (Beukelman, Fager, & Nordness, 2011)
- Adaptable Features: SGDs and apps can include voice recording so the individual’s voice can be preserved. Devices can be updated with features to improve access, like switches and mounting systems, as needed.
7. Cognitive-Communication Disorders (e.g., Dementia, Alzheimer’s)
Cognitive-communication disorders, such as those associated with dementia and Alzheimer’s disease, often result in challenges with memory, language, and problem-solving skills, which can severely impact an individual’s ability to communicate effectively. As these disorders progress, individuals may struggle with word-finding, maintaining conversations, and understanding complex information.
Speech-generating devices offer critical support by providing alternative means of communication to compensate for these cognitive challenges. Through the use of visual aids and customizable features, SGDs can help individuals with cognitive-communication disorders maintain a sense of independence and connection. By integrating these devices into care plans, SLPs can enhance communication abilities, enabling individuals to interact meaningfully with loved ones and caregivers, thereby improving their overall quality of life.
Why SGDs are Valuable:
- Memory Aids: SGDs can use real pictures to help individuals with dementia maintain their memory and communication abilities. Visual aids can reduce the cognitive load for these individuals and help with their independence.
- Improved relationships: AAC interventions can “increase the quality of life and decrease the stress of family and professional caregivers of individuals with dementia”
(Bourgeois & Hickey, 2007a, as cited in Beukelman, et al, 2007).
Flexible Updates: As cognitive disorders progress, the QuickTalker Freestyle can be adjusted with new apps at no additional cost to meet evolving needs.
8. Acquired Disorders (e.g., Aphasia, Dysarthria, Stroke, and TBI)
Acquired disorders such as aphasia, dysarthria, stroke, and traumatic brain injury (TBI) can disrupt an individual’s communication abilities, often leading to frustration and isolation. These conditions may affect speech production, language comprehension, and cognitive-linguistic processes, creating barriers to effective communication.
Speech-generating devices provide an essential means of support for individuals with acquired disorders, enabling them to express their needs, thoughts, and emotions more clearly. By facilitating alternative communication strategies, SGDs empower individuals to rebuild their communicative competence and actively participate in social, occupational, and daily activities. For individuals navigating the challenges of acquired disorders, SGDs serve as invaluable tools to enhance their rehabilitation journey and improve their overall well-being.
Why SGDs are Valuable:
- Enhanced Communication: SGDs help individuals with these conditions communicate their wants and needs, repair communication breakdowns, and improve social interaction to decrease loneliness and improve well-being. AAC has been found to facilitate effective communication and social interaction, improving overall quality of life and decreasing depressive symptoms during rehabilitation and recovery (Formica, De Cola, Corallo, & Lo Buono, 2024).
- Risk Reduction: Effective communication support is essential in the rehabilitation process and can reduce risks associated with adverse medical events (Bartlett, et al., 2008). AAC has been found to improve access to medical support and perceived patient safety (Hurtig, et al., 2019).
- Quick Access to Communication: With acute, inpatient, and rehab care, time is of the essence. It is important to provide access to communication early (Fried-Oken, Beukelman, & Hux, 2012) , which is why AbleNet provides access to a hands-on experience with a QuickTalker FreestyleGet the speech device now and you can change it later if their communication presentation changes!
How QuickTalker Freestyle Can Help
Speech-generating devices are an essential tool for individuals with complex communication needs. They offer tailored support for a wide range of diagnoses. The QuickTalker Freestyle (QTF) is a highly flexible speech device that offers customized solutions that can be adapted to individual needs. With the QTF, you have the freedom to choose any application from the app store, allowing you to select the app that best suits the user’s communication needs.
With our unlimited 5-year warranty, you also have the flexibility to change the speech app or the size of the device at any time. This is important for any disorders that may change or progress over time, or simply as a child’s language grows. With unlimited repairs and replacement, you never have to worry about your loved one not having their voice. Add keyguards, switches, and mounting systems to the QTF for alternative access at any time during the 5-year warranty. These features allow the QTF to grow and change with the needs of your client or loved one. No matter their diagnosis, AbleNet is here to help and ensure that every person has the opportunity to communicate effectively.
Speech-language pathologists have the power to profoundly enhance the lives of those they serve, making communication accessible to all. By advocating for and implementing speech-generating devices, like the QuickTalker Freestyle, SLPs can break down communication barriers and empower clients to express themselves with confidence. Take the next step in enriching your clients’ lives—speak to a fellow SLP to explore the potential of speech-generating devices and become a champion for inclusive communication today.
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References:
Babb, S., Jung, S., Ousley, C., McNaughton, D., & Light, J. (2021). Personalized AAC Intervention to Increase Participation and Communication for a Young Adult with Down Syndrome. Topics in language disorders, 41(3), 232–248.
Barbosa, R. T. A., de Oliveira, A. S. B., de Lima Antão, J. Y. F., Crocetta, T. B., Guarnieri, R., Antunes, T. P. C., Arab, C., Massetti, T., Bezerra, I. M. P., de Mello Monteiro, C. B., & de Abreu, L. C. (2018). Augmentative and alternative communication in children with Down’s syndrome: a systematic review. BMC pediatrics, 18(1), 160. https://doi.org/10.1186/s12887-018-1144-5
Bartlett, G., Blais, R., Tamblyn, R., Clermont, R. J., & MacGibbon, B. (2008). Impact of patient communication problems on the risk of preventable adverse events in acute care settings. CMAJ : Canadian Medical Association journal = journal de l’Association medicale canadienne, 178(12), 1555–1562. https://doi.org/10.1503/cmaj.070690
Beukelman, D. R., Fager, S., Ball, L., & Dietz, A. (2007). AAC for adults with acquired neurological conditions: A review. Augmentative and Alternative Communication, 23(3), 230–242. https://doi.org/10.1080/07434610701553668
Beukelman, D. R., Fager, S., & Nordness, A. (2011). Communication support for people with ALS. Neurology Research International, 2011, 714693. https://doi.org/10.1155/2011/714693
Cumley, G., & Swanson, S. (1999). Augmentative and alternative communication options for children with developmental apraxia of speech: three case studies. Augmentative and Alternative Communication, 15(2), 110–125. https://doi.org/10.1080/07434619912331278615
Dressler R, Bland L, Baumgartner M. The Benefits of Alternative and Augmentative Communication: A Quality of Life Issue. The Internet Journal of Allied Health Sciences and Practice. 2016 Oct 25;14(4), Article 6.
Formica, C., De Cola, M. C., Corallo, F., & Lo Buono, V. (2024). Role of Alternative and Augmentative Communication in Three Cases of Severe Acquired Brain Injury: A Neurorehabilitative Approach. Brain sciences, 14(7), 709. https://doi.org/10.3390/brainsci14070709
Fried-Oken, M., Beukelman, D. R., & Hux, K. (2012). Current and Future AAC Research Considerations for Adults with Acquired Cognitive and Communication Impairments. Assistive Technology, 24(1), 56–66. https://doi.org/10.1080/10400435.2011.648713
Fried-Oken, M., Mooney, A., & Peters, B. (2015). Supporting communication for patients with neurodegenerative disease. NeuroRehabilitation, 37(1), 69–87. https://doi.org/10.3233/NRE-151241
Griffen, B., Holyfield, C., Lorah, E. R., & Caldwell, N. (2024). Increasing linguistic and prelinguistic communication for social closeness during naturalistic AAC instruction with young children on the autism spectrum. Augmentative and alternative communication (Baltimore, Md. : 1985), 40(3), 168–181. https://doi.org/10.1080/07434618.2023.2283846
Hurtig R, Alper R, Bryant K, Davidson K, Bilskemper C. Improving patient–provider communication (Hurtig et al., 2019) [Internet]. ASHA journals; 2019 [cited 2025Mar6]. https://doi.org/10.23641/asha.9990962.v1
Hustad, K. C., & Miles, L. K. (2010). Alignment between Augmentative and Alternative Communication Needs and School-Based Speech-Language Services Provided to Young Children with Cerebral Palsy. Early childhood services (San Diego, Calif.), 4(3), 129–140.
Kumin L. (2006). Speech intelligibility and childhood verbal apraxia in children with Down syndrome. Down’s syndrome, research and practice : the journal of the Sarah Duffen Centre, 10(1), 10–22. https://doi.org/10.3104/reports.301
Lawrence, L. J. (2017). Tapping into the ‘augmentative’ of AAC: Who can benefit from augmentative communication and how do you choose a system? Here are some tips. The ASHA Leader, 22(2), 38-39. https://doi.org/10.1044/leader.MIW.22022017.38
Logan, K., Iacono, T., & Trembath, D. (2017). A systematic review of research into aided AAC to increase social-communication functions in children with autism spectrum disorder. Augmentative and alternative communication (Baltimore, Md. : 1985), 33(1), 51–64. https://doi.org/10.1080/07434618.2016.1267795
Lüke C. (2016). Impact of speech-generating devices on the language development of a child with childhood apraxia of speech: a case study. Disability and rehabilitation. Assistive technology, 11(1), 80–88. https://doi.org/10.3109/17483107.2014.913715
Schlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: a systematic review. American journal of speech-language pathology, 17(3), 212–230. https://doi.org/10.1044/1058-0360(2008/021)
Sterrett, K., Holbrook, A., Landa, R., Kaiser, A., & Kasari, C. (2023). The effect of responsiveness to speech-generating device input on spoken language in children with autism spectrum disorder who are minimally verbal†. Augmentative and alternative communication (Baltimore, Md. : 1985), 39(1), 23–32. https://doi.org/10.1080/07434618.2022.2120070
