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This paper discusses the opinions of people who use communication aids regarding the development of a voice input voice output communication aid (VIVOCA) using speech recognition technology. It uniquely combines the views of users of communication aids with those of speech and language therapists. Semi structured questionnaires were completed by 12 users of communication aids and 34 speech and language therapists discussed the concept of a VIVOCA in three focus groups. A thematic analysis of the information was carried out. Input, output and hardware requirements are discussed leading to specifications that therapists and users perceive would be required for a VIVOCA.

The purpose of this paper is to describe the journey of a young person with severe and complex communication needs from no formal expressive communication system, to a point where he is motivated and able to use a text based voice output communication aid for a range of communication functions, in a variety of settings, and with a range of communication partners.

The paper is a descriptive single case study, documenting long‐term changes in speech, language, and communication needs and use, and discontinuation of use, of range of Augmentative and Alternative Communication (AAC) tools.

The paper describes the different AAC interventions and their success or otherwise in supporting the young person. It also describes key educational and therapeutic aspects of his management. Changes in the young person's interaction, language and literacy skills, and how his family and the professionals around him perceived the changes in his communication are highlighted.

The paper is a description of one person without a known underlying diagnosis of his severe and complex communication impairment and might, therefore, be of restricted use when generalized.

There are few published longitudinal descriptions concerning how, why, and when young people use or discard AAC tools. This paper highlights the multiple and various factors of the factors that can be at work when actually providing intervention.

This paper focuses on accessing the experiences of three boys who are on the autism spectrum to identify what using a voice output communication aid (VOCA), within a classroom setting, means to them. The methods used to identify the boys' perspectives are described and evaluated. Establishing these through direct methods of engagement proved problematic but working with parents and school staff as ‘expert guides’ provided a rich insight into what using a VOCA appeared to mean to the boys. The findings suggest that using a computer‐based VOCA can be viewed by children with autism as a pleasurable and motivating activity. This technology also seems to offer the potential for a much broader developmental impact for these children than that currently recognised within the research literature.

This naturalistic study adapted exploratory school practice in order to support empirically‐informed decision making in the provision of augmentative and alternative communication (AAC) technologies for children with autism.

Research was conducted with three boys with autism and little speech, as part of a curricular literacy lesson. A mixed method approach, involving observational coding and staff diaries, identified how the boys used computer‐based voice output communication aids (VOCAs), also called speech generating devices (SGDs) and how the technology impacted on their communication and language. The boys were observed in initial lessons (“baseline” sessions), without the VOCA present and in sessions in which the VOCA was available (“intervention” sessions).

VOCAs were used for two main communicative purposes; naming and giving information, with aids being used primarily to support curricular, task‐related communication. Existing modes of communication continued to be used when access to the VOCA was available. In addition, all three boys showed an increase in Mean Length of Utterance (MLU) after the VOCA was introduced. The findings suggest that computer‐based VOCA technology can augment children's communicative participation in lesson activities. Specific patterns of change were also recorded in the boys' communication, suggesting individualised responses to this technology.

This paper extends the empirical base for clinical decision making by reporting the use of high tech VOCAs by school age children with autism for additional forms of communication, beyond those described elsewhere. It adds to the evidence that interventions which include access to a computer VOCA can have a positive impact on the language complexity of children with autism. It describes the potential of VOCAs to provide an enabling and inclusive technology in a classroom setting.

The purpose of this paper is to provide an overview of the communication applications (apps) that can be used with devices such as the iPad, iPod and iPhone to support augmentative and alternative communication (AAC).

A brief discussion of the research into the use of high‐technology communication aids is followed by an introduction to the iPad, iPod and iPhone AAC apps.

These devices and apps clearly have a role within the spectrum of AAC devices currently available. They may have some distinct advantages in cost, ease of use and acceptability but more research into their use is needed.

This article starts with a model of communicative competence and presents some recent research into barriers in the use of high‐technology AAC. It suggests some ways in which AAC apps may address some of the barriers to implementation and functional use. Finally, the need for individual assessment to determine specific communication needs is stressed. These devices and apps may not always be the best solution for people with complex communication needs.

This chapter presents an exploration of the phenomenon of speaking with, or perhaps better stated “through,” a device. Autobiographical works and other published accounts of perceptions of Speech-Generating Devices (SGDs) by persons who have used them are reviewed. The bulk of the chapter focuses on insights gathered from research into the lived experiences of young people who use SGDs. Emerging themes focus on what is “said” by a person who cannot speak, how SGDs announce one’s being in the word, the challenge of one’s words not being one’s own, and the constant sense of being out of time. Reflections on these themes provide insights for practice in the fields of speech language pathology, education, and rehabilitation engineering. The importance of further qualitative inquiry as a method to gather and listen to the voices and experiences of these often unheard individuals is stressed.

The aim of this study is to explore short‐term outcomes of communication aid provision from the perspective of children with complex communication needs.

A total of ten children were interviewed at two time points. The first interviews took place before or within two weeks of the arrival of a new communication aid. A second follow‐up interview was carried out between six and ten weeks later. Initial interviews explored children's views concerning their ability to engage in school activities that they deemed important but difficult to achieve. First interviews also examined children's self‐perceptions related to their self‐efficacy and self‐esteem, and perceptions of others' attitudes towards themselves. Children's views concerning the likely impact of the new communication aid on taking part in activities and their self‐concepts were also explored. The follow‐up interviews asked children to reflect on the short‐term impact of the new communication aid.

Children reported expected and unexpected positive changes at follow‐up. Notably, unanticipated and undesirable changes were also reported.

The paper addresses the critical issue of early outcomes following communication aid provision from the viewpoint of children themselves.

This chapter presents ways in which educators can use technology to enhance learning for students with autism spectrum disorder (ASD). The chapter begins with an overview of the communicative and social challenges that students with ASD typically experience. Next, it defines technology-aided instruction and intervention (TAII) and offers suggestions for educators planning to incorporate TAII into their classroom. The third section offers specific supports on using TAII to enhance communication while the final section offers specific supports on using TAII to enhance affective and social learning. Case studies and tables with clearly defined supports are included throughout the chapter. Educators may combine the supports presented because each support addresses more than one characteristic or need. In addition, educators will find that these supports benefit students with neurodiverse learning needs who may not be identified with ASD.

Story‐telling is recognised as important to child language development. However, children who use electronic communication aids have limited opportunities to develop their story‐telling compared to their natural speaking (NS) peers. The “Telling Stories”' project aims to explore narrative construction in teaching staff‐aided communicator dyads.

A pilot study was conducted to examine the feasibility of research methods. Video data were captured during a fictional story‐telling task. Two measures were investigated: communicative modality; and linguistic move type. Momentary time sampling (MTS) was applied to the video to determine range and proportions of communicative modalities in use. A coding framework was applied to determine the distribution of linguistic move‐types across the interlocutors.

The findings revealed multimodal contributions from both interlocutors. The linguistic move‐type coding indicates the NS assumed a more dominant, initiating role. MTS was shown to be an appropriate methodology for this research.

The pilot provides provisional data regarding narrative constructions of an aided speaker and tests the efficacy of the MTS methodology prior to the full study. Refinements to the protocol to be used in the main study are reported. The main study aims to provide detailed analysis of the narrative constructions of aided speakers, currently an area with little existing research.

Simpson (2005) reported that although children with DD and autism can benefit from the use of AT, the potential for use of this medium by this population remains largely unexplored. According to Simpson, AT may be an effective intervention to address student needs in: (a) communication, (b) matching, (c) spelling, (d) problem solving, (e) alertness, (f) motivation and behavior, (g) task completion, and (h) self-help. In addition, AT may be effective with students with DD and autism because these students love playing with a computer due to the predictability of its activities (see Thorp, 2007). Furthermore, computers provide stimulating visual images that children with DD and autism crave.