Tips for Creating a Successful Communicator
Device in the Spotlight: Smart/Talk Series

Often programming of a device is a global task in which an individual’s entire days vocabulary was determined and programmed on the predetermined levels of their communication device. Inevitably, with one button left, there is often the realization that key activities or vocabulary have been left out. This is especially true when working with individuals who require devices with fewer buttons.

However, that is no longer the case! The Smart/Talk is an 8 location communication device with 6 levels and what distinguishes it are its smart features. The Smart/Talk has overlay recognition technology which allows it to identify an overlay and automatically attach the appropriate recorded messages. This not only eliminates the need to turn knobs or switch levels but more importantly it alleviates the lag time experienced by the users, allowing them to have more appropriate communication interactions with minimal interruptions. The Smart/Talk also stores recordings on a flash drive which eliminates the need to rerecord, but more importantly by using an additional flash drive the Smart/Talk has an additional 6 levels. Therefore, by acquiring extra flash cards, a traditional 8 button device with 6 levels becomes a device with 6 or more additional levels by simply changing the flash!

The implications of the use of this new technology is that it shifts the focus from programming vocabulary and allows the freedom to begin creating communication overlays that promote participation in individual tasks. Imagine the possibilities when there is no longer the conflict of deciding whether to add basic care phrases or a fun phrase that the user may want to communicate because there is not room for both.

With the possibilities of endless levels (by acquiring additional flash cards), let’s talk about components that should be considered when programming and creating page sets on the Smart/Talk.

Through years of creating page sets for students, I have made my fair share of mistakes and discoveries along the way. I would like to share with you some strategies, components, and tricks that I have found helpful in creating a successful communicator by utilizing the wonderful time saving new features of the Smart/Talk.
Often programming of a device is a global task in which an individual’s entire days vocabulary was determined and programmed on the predetermined levels of their communication device. Inevitably, with one button left, there is often the realization that key activities or vocabulary have been left out. This is especially true when working with individuals who require devices with fewer buttons.

However, that is no longer the case! The Smart/Talk is an 8 location communication device with 6 levels and what distinguishes it are its smart features. The Smart/Talk has overlay recognition technology which allows it to identify an overlay and automatically attach the appropriate recorded messages. This not only eliminates the need to turn knobs or switch levels but more importantly it alleviates the lag time experienced by the users, allowing them to have more appropriate communication interactions with minimal interruptions. The Smart/Talk also stores recordings on a flash drive which eliminates the need to rerecord, but more importantly by using an additional flash drive the Smart/Talk has an additional 6 levels. Therefore, by acquiring extra flash cards, a traditional 8 button device with 6 levels becomes a device with 6 or more additional levels by simply changing the flash!

The implications of the use of this new technology is that it shifts the focus from programming vocabulary and allows the freedom to begin creating communication overlays that promote participation in individual tasks. Imagine the possibilities when there is no longer the conflict of deciding whether to add basic care phrases or a fun phrase that the user may want to communicate because there is not room for both.

With the possibilities of endless levels (by acquiring additional flash cards), let’s talk about components that should be considered when programming and creating page sets on the Smart/Talk.

Through years of creating page sets for students, I have made my fair share of mistakes and discoveries along the way. I would like to share with you some strategies, components, and tricks that I have found helpful in creating a successful communicator by utilizing the wonderful time saving new features of the Smart/Talk.

Add local dialect or phrases. Very few people live in a region without using local sayings or dialect. Do not forget to add them to your individual’s communication device. The addition of sounds added to a message (ex. the sound of running water accompanying the message “let’s wash the dishes”) has been proven to increase interest and use.

Allow plenty of opportunities and time to communicate. Waiting is a difficult task. As a communicator and teacher there is often the feeling that quiet spots in communication must be filled with conversations. However, if the correct and motivating vocabulary is present, often posing a question and waiting quietly produces surprising results.
Begin thinking in “Task Mode”. As mentioned above, the goal of creating a page set when using a static display device was commonly programming vocabulary and phrases that would carry students throughout their day. This often left my students with minimal participation capability, not to mention minimal desire to communicate. With the ability to have additional levels, begin thinking of individual tasks and take advantage of the Smart/Talk overlay recognition capabilities by adding fun phrases and vocabulary that is associated with the task and let it spill over to another level or all 6. With overlay recognition there is seamless transition from one level to the next and by adding fun vocabulary and phrases my students are participating, commenting, and having more fun.

Add local dialect or phrases. Very few people live in a region without using local sayings or dialect. Do not forget to add them to your individual’s communication device. The addition of sounds added to a message (ex. the sound of running water accompanying the message “let’s wash the dishes”) has been proven to increase interest and use.

Allow plenty of opportunities and time to communicate. Waiting is a difficult task. As a communicator and teacher there is often the feeling that quiet spots in communication must be filled with conversations. However, if the correct and motivating vocabulary is present, often posing a question and waiting quietly produces surprising results.

Begin thinking in “Task Mode”. As mentioned above, the goal of creating a page set when using a static display device was commonly programming vocabulary and phrases that would carry students throughout their day. This often left my students with minimal participation capability, not to mention minimal desire to communicate. With the ability to have additional levels, begin thinking of individual tasks and take advantage of the Smart/Talk overlay recognition capabilities by adding fun phrases and vocabulary that is associated with the task and let it spill over to another level or all 6. With overlay recognition there is seamless transition from one level to the next and by adding fun vocabulary and phrases my students are participating, commenting, and having more fun.

Add local dialect or phrases. Very few people live in a region without using local sayings or dialect. Do not forget to add them to your individual’s communication device. The addition of sounds added to a message (ex. the sound of running water accompanying the message “let’s wash the dishes”) has been proven to increase interest and use.

Allow plenty of opportunities and time to communicate. Waiting is a difficult task. As a communicator and teacher there is often the feeling that quiet spots in communication must be filled with conversations. However, if the correct and motivating vocabulary is present, often posing a question and waiting quietly produces surprising results.

AMDi’s Smart/Start: Let’s Talk About Centers is an example of “thinking in task mode.” It takes the common pre-kindergarten and kindergarten activity of centers and breaks it down into individual components (ex. blocks, dramatic play, singing, art, etc.) that are needed to complete the task. It also includes highly motivating fun phrases and pre-programmed songs to encourage communication. The activity has been personalized to the student by adding local phrases used in the community which increased the use of the device as well as the number of communication exchanges from the student.