Using the iPad for Communication

James Gilroy, Assistive Technologist

A month ago I had my first dream using an iPad to communicate, which some would call the tipping point for fluency in a language. In my experience, it simply means that I spend a lot of my waking moments finding ways to communicate with an iPad and other devices. Whenever I see someone communicate more than they did the day before, it still thrills me. There are so many tools out there that help people communicate more or better, and different tools fit different needs. Many innovations come from the users and it's important to think outside of the box when we think of Alternative & Augmentative Communication (AAC).

The goal of assistive technology (AT) and AAC is to bridge that gap between what people need in order to thrive and grow and what resources we have available to make that a reality. In my opinion, all technology is assistive. We use phones to assist communication over great distances and an online calendar to assists us in organizing our schedule and reminds us about any deadlines or appointments.

Play and social interaction can be the most powerful ways to build on a child’s strengths. The increased ability to communicate will create more opportunities for children to play and interact with others, which in turn will allow them to be more independent, safer, and happier.

I imagine at this point you want me to suggest an app that will alleviate all of your child's frustrations around communication and I wish I had it. I have some favorites, but I really encourage you to explore tools and think creatively on how to use both high and low tech options for augmenting existing communication systems.

The process of looking for AAC systems is as varied as the individuals that use them. This is a very confusing process. There are professionals at school and in the community that can provide guidance. They have different names in different contexts; AT Specialist, AAC Specialist, Resource Specialist, Assistive Technologist, etc. iPads are also being used by more and more speech and occupational therapists and if it's something you want to explore, talk to them about it. An iPad is not the solution for every child; however the interactive nature and the ability to store foreseeable vocabulary and create and edit new vocabulary are definitely some advantages of a tablet such as an iPad.

I use an iPad to communicate on a very limited basis and I find the process very limiting. I also use my voice, gesture, sign, and body language to communicate. It is important to incorporate sounds such as laughter, sighs, yawns, and other language that fills communication with nuanced meaning. A digitized computer voice such as the system that Stephen Hawking uses sounds very strange when you hear a distinguished professor and a bubbly 5-year old girl with the same voice. Choose a voice that is pleasing to the individual and makes them motivated. If using a British man's voice tickles your 5-year old and gets them communicating, then that's the right choice.

Let's try to imagine, for a moment, what it's like to communicate with an AAC system. First, imagine that you choose all of the words you need in a given day and organize them carefully on a 4x4 grid so that the vocabulary and the situations suit your needs. Already, the amount of words and ideas you have to work with is extremely limited. Now, imagine that after so much careful planning, you must now switch your vocabulary grid with a total stranger's vocabulary and choices and attempt to communicate your own desires and needs. On top of this, there may be a host of other challenges like sensory overload from a flickering light or an inability to coordinate the voice and the brain, or the body and the brain, so that a one-word utterance can take ten minutes because it takes all of the concentration and energy you have to get it out.

So, be patient and allow for mistakes. It's an imperfect process. Innovation is mostly about learning from failures after all.

Personalize the system to fit the needs of the individual and get input as much as possible from the individual. Even though the communication system may benefit teachers and family members, the system is ultimately for the individual to use. If they like to talk about trains and there is only one word related to train vocabulary, the user may not want to talk.

Have fun and explore resources. The library has many ebooks, for all ages, which can be accessed by many people and there are free preview programs for iPads. There are 14 technology lending libraries throughout California through Ability Tools' Assistive Technology Exchange Network that can provide families with myriad tools to incorporate technology into the child's Individualized Educational Program (IEP) for use at school, or for use in the community or home environment.

In addition, features like guided access can set limits and boundaries around how the device can be used as a “talker” as opposed to an entertainment device, which are both valid uses of the technology but need to be made clear to children as well as parents to be used effectively.

So, without further ado, here are my top three apps, which I recommend for their flexibility and relatively low cost.

1. Predictable allows for communication with symbol, text, or handwritten words as well as some great sounds for laughter, coughing, and yawning.

2. Book CreatorLite allows for easy manipulation of vocabulary, art, pictures, and video so that social stories can be made and shared easily. These can be stored and shared via iBooks to create a library of appropriate vocabulary by topic or setting.

3. BitsBoard is a great way to introduce new vocabulary and includes lots of games and free downloadable vocabulary including the ability to store boards in multiple languages. Savvy teachers have matched the vocabulary with common core to make common goals accessible to all.

You may be surprised by the children that can benefit from these devices, including children that have some verbal ability and children that have mobility and accessibility needs. In addition, the use of a specific app for a particular diagnosis is not the best core of action. Individuality is no more apparent than when an assistive tool must be chosen. The devices do not stand alone as a communication system. The most important part of the process is that the families, support staff, school staff, and other members of the community that the child interacts with can find ways to play, socialize, and communicate with the child. Often a combination of high tech and low tech solutions such as switches or PECS (Picture Exchange Communication System) is going to be the most sustainable option.

My hope is that some of these suggestions on how to use technology for communication can ultimately help to improve the lives of someone with special needs and those that love them.

To not give someone the opportunity to explore this technology and find their own voice would be the greatest failure of all. Good luck on your path towards finding the tools that have the potential to improve your lives forever.

About the Author

James Gilroy is a San Francisco based assistive technologist with a background in sociolinguistics and child development. He speaks Spanish and Mandarin and can be contacted at jamescharlesgilroy@icloud.com