01/31/2026
“Should I put my child on a Voice Output Device??”
Many parents ask this question. Many ABA therapists suggest voice output devices to parents without FIRST consulting with the child’s speech-language pathologist. Speech-language therapy is at max 3x/week, whereas ABA can be 30-40 hours a week. We speech folks understand the dilemma parents face in making this decision…should they follow what the 3-hour-a week speech pathologist recommends or what the 30+ hours a week ABA therapist suggests?? In the end, this decision needs to be a TEAM decision made by the child’s Speech-Language team (the communication experts) parents, the occupational therapy team (for input on behavioral regulation and sensory needs) and the ABA team. Here is how I view this:
“Should I put my child on a voice output device?”
The Right Question—and the Right Answer
Short answer: No child is too young for communication.
But that doesn’t mean every child is ready for a talking device right away.
AAC can be incredibly helpful—but how and when it’s introduced matters.
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COMMUNICATION Comes Before Technology
Children learn to communicate through CONNECTION with people, not through devices. If a talking device is introduced before a child understands simple cause-and-effect or shared, joint attention, adults may start focusing on button-pressing instead of real interaction.
When that happens, a child could
• reduce eye gaze/eye contact
• Turn-taking may decrease
• Communication may become mechanical and less reciprocal, less of an exchange of communication.
A device should support interaction, not replace it.
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AAC Will Not Stop Speech—Using It the Wrong Way Can
AAC does not prevent children from learning to talk. That fear is outdated and not supported by research.
Problems happen when:
• Adults stop talking because “the device will do it”
• The device is only used to ask for things
• Children aren’t encouraged to gesture, vocalize, or try words
AAC should be used alongside other methods of communication (gestures, sign, and/or pictures) which may lead to speech/verbalizations, not instead of them.
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Readiness Matters (And That’s Okay)
Some children need time to build skills before using a talking device, such as:
• Understanding that actions cause results
• Shared enjoyment with others, joint attention
• Recognizing pictures or symbols
• Being able to touch or point accurately
If a device is too complex too soon, children may:
• Press buttons randomly
• Get frustrated
• Rely on adults to tell them what to press
In these cases, pictures, signs, and gestures are often the best first step. That’s not a delay—it’s smart support!!
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Communication Is More Than Asking for Things
If a child learns that a device is only for snacks, toys, and/or screen time, they may miss out on learning to connect with others in fun, enjoyable ways.
AAC should help children share thoughts and feelings, not just get rewards.
AAC works best when children:
• Can use it freely
• See adults model it naturally
• Use it at home, not just in therapy
When a device is overly controlled or used only to manage behavior, children don’t see it as their voice.
AAC should give children power, not pressure.
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Here’s the Part That Really Matters
🚨 AAC is not harmful—even for very young children—when it’s done right.
What causes problems is:
• Starting with a complex device too soon
• Using the device instead of interacting
• Not modeling language on it
• Treating AAC like a behavior tool
When introduced thoughtfully, AAC helps children communicate earlier and more confidently.
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What Good AAC Looks Like
Instead of asking “Is it too early?” ask:
• Are we building communication first?
• Are we modeling language every day?
• Are we choosing the right tool for this child right now?
Good AAC focuses on:
• Simple tools before complex ones
• Modeling before expecting
• Connection before output
