The first time a parent hears "speech generating device" mentioned in a therapy room, there's often a long pause. Excitement, maybe. Confusion. And — almost always — the question that lives underneath every AAC conversation: "But if we give them a device, will they ever talk?"
This article is the place in this cluster where we answer that question properly, because it's the worry that shapes how families approach every other AAC decision. We'll walk through what speech generating devices (SGDs) actually are, what the research says about AAC and spoken language, and how NDIS funding for devices works in Australia. The companion article, Getting Started with a Speech Generating Device, picks up from there with set-up and daily life.
What Is a Speech Generating Device?
A speech generating device is any electronic device that produces spoken output — either when your child selects a symbol, picture, or word, or through other access methods like eye gaze or switches.
SGDs come in two main forms:
Dedicated communication devices
These are purpose-built devices designed specifically for communication. They're robust, often have built-in access options (like eye gaze cameras or keyguards), and are engineered to last. In Australia, dedicated devices are available through equipment funding schemes and are sometimes prescribed for children with complex communication needs.
Tablet-based communication apps
Many families use communication apps on iPads or Android tablets. Popular systems include Proloquo2Go, LAMP Words for Life, TouchChat, and TD Snap. These apps turn a regular tablet into a powerful SGD, and they've made robust communication technology more accessible than ever.
Both types work on the same principle: your child selects symbols (pictures, words, or letters) and the device speaks aloud. This gives your child a voice — a way to express thoughts, make choices, ask questions, tell stories, and connect with the people around them.
Who Can Benefit from an SGD?
SGDs can support children across a wide range of needs, including children who:
- Are not yet using spoken language
- Have some speech but are not easily understood
- Use speech in some situations but need support in others
- Have physical disabilities that affect speech production (for children who also can't reliably touch a screen, see Alternative Access for Communication)
- Are autistic, have intellectual disabilities, or other developmental conditions that benefit from alternative communication supports
The key point is that SGDs aren't a last resort. They're an evidence-based tool that can be introduced alongside speech development — not instead of it.
The Evidence: SGDs Don't Stop Children from Talking
One of the biggest concerns parents share with us is: "If my child uses a device, will they stop trying to talk?"
This is completely understandable, and it's a question researchers have looked at closely. We have never seen a child lose speech because they were given a communication device. The research backs this up — the consistent finding across multiple studies is reassuring: SGDs do not hinder speech development. In fact, they often support it.
A systematic review by Millar, Light, and Schlosser (2006) examined the research on AAC and natural speech production and found no evidence that AAC use reduced speech output. Many children actually increased their spoken language after being introduced to an SGD. This has been reinforced by more recent research, including work by Romski and Sevcik (2005) and ongoing Australian studies.
The logic makes sense when you think about it. When a child has a reliable way to communicate, the pressure and frustration around communication decreases. They experience the power of getting their message across. They hear the words spoken aloud by the device as they select them. All of this supports, rather than replaces, speech development. Across my years supporting children who use speech generating devices, I've seen the opposite of what parents fear — as the pressure to "use words" lifts, some children start vocalising more, not less.
Speech Pathology Australia's clinical guidelines on AAC affirm that communication aids — including SGDs — should be considered early and should not be withheld while "waiting to see" if speech develops (Speech Pathology Australia, n.d.). Waiting can mean a child misses critical opportunities to learn language and to participate in their world.
What the Research Tells Us About Outcomes
The evidence base for SGDs in paediatric populations is substantial and continues to grow. Key findings include:
- Children who use SGDs show improvements in expressive communication, social interaction, and participation
- Early introduction of AAC, including SGDs, is associated with better language outcomes (Romski & Sevcik, 2005)
- Children who receive SGDs alongside communication partner training — where parents and caregivers learn to model on the system and support use — have the best outcomes
That last point is the one we'd underline twice. Choosing a device, setting it up, and building the skills to use it together is rarely something families can do well on their own — not because parents aren't capable, but because the decisions are genuinely complex. This is where a speech pathologist with AAC experience comes in: trialling options, matching the system to your child, and coaching the adults around them. It's also worth knowing that there was a time when professionals suggested children needed to "prove" they were ready for an SGD by mastering simpler systems first. We now know this is not supported by evidence. All children can benefit from access to robust communication tools, regardless of where they are in their development.
Funding in Australia
Access to SGDs in Australia is supported through several funding pathways. The most common is the National Disability Insurance Scheme (NDIS), which can fund both dedicated devices and communication apps as assistive technology. NDIS funding applications for AAC are usually prepared by an NDIS-registered AAC specialist or assistive technology assessor — often in collaboration with the child's wider therapy team. Your child's NDIS support coordinator or plan manager can help you find the right person.
For families not on the NDIS, some state-based equipment schemes and charitable organisations may also provide support.
What an SGD Looks Like in Daily Life
An SGD isn't just something that sits on a table during speech pathology sessions. When well-integrated, it becomes part of your child's everyday life — at home, at school, at the park, at a family member's house.
Your child might use their SGD to:
- Ask for a snack, a favourite toy, or help
- Tell you about their day at school
- Make a joke (kids who use SGDs have brilliant senses of humour!)
- Say "I love you" or chat with friends
- Express when they're feeling upset, sick, or overwhelmed
The goal is for your child's SGD to be as natural and ever-present as speech is for other children. It's their voice. The children who thrive with their devices are the ones whose families weave them into daily life — at the dinner table, at the park, in the car. When it becomes part of the routine, it stops being "the device" and becomes simply how your child talks.
Ready to Explore SGDs?
Whether you're just starting to think about a speech generating device or you already have one that isn't getting used the way you'd hoped, we can help. Speaking Speech Pathology offers mobile speech pathology in your home across Brisbane's south side and Logan, supporting everyday SGD use and modelling. We also provide therapy progress reports that families can share with their NDIS support coordinator or AAC assessor. (Please note: as a private mobile practice, Speaking Speech Pathology is not an NDIS-registered provider and does not write NDIS funding applications. We can work alongside families who have self-managed or plan-managed funding.) Get in touch to chat about your child's communication. Any actual clinical work — assessment, diagnosis, or therapy — happens through a proper consultation tailored to your child.
References
- Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech, Language, and Hearing Research, 49(2), 248–264.
- Romski, M., & Sevcik, R. A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18(3), 174–185.
- Speech Pathology Australia. (2020). Augmentative and alternative communication clinical guidelines. Speech Pathology Australia.
Frequently Asked Questions
Will a speech generating device stop my child from talking?
No. Research consistently shows that SGDs do not hinder speech development. In fact, many children increase their spoken language after being introduced to an SGD. The device reduces frustration and supports language learning.
How do I get funding for a speech generating device in Australia?
The most common funding pathway is the National Disability Insurance Scheme (NDIS), which can fund both dedicated devices and communication apps as assistive technology. Funding applications are usually prepared by an NDIS-registered AAC specialist or assistive technology assessor. Your child's NDIS support coordinator or plan manager can help you find the right person.
Ready for practical strategies? Read our companion article: Getting Started with a Speech Generating Device: Strategies for Brisbane Families
Alexandra Bouwmeester is a Senior Speech Pathologist (MSPA, CPSP) with over 14 years' experience supporting families with AAC, including specialist PODD training. She offers mobile speech pathology to families across Brisbane's south side and Logan.
