New to this topic? Start with our companion article: Speech Generating Devices for Children: What Brisbane Parents Need to Know
The box has arrived, the device is charged, and suddenly you're wondering: now what?
A speech generating device is different from a communication book or a picture board in one specific way — it talks back. That changes the set-up, changes how it fits into daily life, and (as we'll see) changes the traps families most often fall into. This article is about getting an SGD off the shelf and into your child's everyday routines: at the dinner table, in the car, at school, and every messy moment in between.
Before we go any further, a quick but important note: getting an SGD working well for a child is genuinely a partnership between families and a speech pathologist with AAC experience. The sections below are meant as a window into what that work looks like, not a set-up manual to follow on your own — the specific device, the vocabulary, the access method, and the way it's introduced all need to be matched to your child. (For more on the modelling side of things, see What Is Aided Language Stimulation?.)
Strategy 1: Model on the Device (and Don't Turn It Into a Quiz)
The single most important thing you can do with a new SGD is use it yourself — pointing to symbols on the device while you talk. This is aided language stimulation, and for an SGD specifically it looks like pointing to "eat" on the device while saying "Time to eat!" at dinner, or tapping "more" and "go" during play, or hitting key words on the device as they come up in a bedtime story. You don't need to be fast or smooth — watching you hunt for words is genuinely useful for your child.
The practical how-to (and why you shouldn't expect your child to copy you) is covered in depth in What Is Aided Language Stimulation? and How to Use Aided Language Stimulation at Home. The one trap worth naming here, because SGDs invite it more than any other AAC tool, is turning the device into a quiz: "What's this? Can you find 'apple'? Press the button for 'more'!" The voice output makes it tempting to test, but testing turns the SGD into a performance instead of a conversation. Use it the way you'd use speech — throughout the day, without expecting a specific response. And when your child does press a button — even if it seems accidental — respond as though it's meaningful. Some of the biggest breakthroughs start with what looked like a random press and a parent who treated it as real communication.
Strategy 2: Don't Restrict the Vocabulary
It's tempting to simplify the device by hiding pages or reducing the number of symbols available. The thinking is usually: "There's too much — it'll be overwhelming."
But research shows that having access to robust vocabulary from the start leads to better outcomes (Light & McNaughton, 2015). Children need access to a wide range of words to truly communicate — not just nouns and requests, but verbs, adjectives, social words, feelings, and little words like "not" and "more" and "why."
You wouldn't limit a speaking child to only 20 words. Give your child the same opportunity. I've often found that the children who are given access to the full vocabulary from the start surprise everyone with the words they reach for — words nobody thought to "teach" them.
If the layout feels overwhelming to you, that's okay — you'll learn it over time. Your speech pathologist can help you get familiar with the system and find key words quickly.
A small note on customisation: while the core vocabulary in most SGD systems should stay intact (because it's based on research about the words we all use most), your speech pathologist can help you personalise the system with family members' names, favourite activities, and words specific to your child's routines and culture.
Strategy 3: Be Patient with Yourself and Your Child
Learning to communicate with an SGD is a journey for the whole family. There will be days when it feels like nothing is working, and days when your child does something on the device that makes your heart burst. Progress isn't always linear, you don't need to be perfect, and every small win — a glance at the device, a reach toward a symbol, a response to your modelling — matters. (The "children need a long period of input before output" principle is explained in more detail in How to Use Aided Language Stimulation at Home.)
A Note About the Whole Team
If your child is at school or childcare, the SGD needs to be part of their life there too. Work with your speech pathologist and your child's teachers to make sure:
- Staff know how to model on the device
- The device is available throughout the school day
- Communication goals are consistent between home and school
- Everyone understands that the SGD is your child's voice, not a reward or a teaching tool to be earned
Starting with an SGD is a journey, and like any journey, having someone alongside you makes all the difference. If you're getting started, or if you've had a device for a while and it feels like it's gathering dust, you're not alone — and it's not too late. We walk alongside Brisbane families every step of the way, from first set-up to confident daily use. Get in touch whenever you're ready. Any actual clinical work — assessment, diagnosis, or therapy — happens through a proper consultation tailored to your child.
References
- Light, J., & McNaughton, D. (2015). Designing AAC research and intervention to improve outcomes for individuals with complex communication needs. Augmentative and Alternative Communication, 31(2), 85–96.
- Sennott, S. C., Light, J. C., & McNaughton, D. (2016). AAC modelling intervention research review. Research and Practice for Persons with Severe Disabilities, 41(2), 101–115.
- Speech Pathology Australia. (2020). Augmentative and alternative communication clinical guidelines. Speech Pathology Australia.
Alexandra Bouwmeester is a Senior Speech Pathologist (MSPA, CPSP) with over 14 years' experience supporting children with complex communication needs, including specialist PODD training. She offers mobile speech pathology to families across Brisbane's south side and Logan.
