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Overview of Augmentative and Alternative (AAC) > Low Tech > 118 Ideas for Using a Single Message Output
118 Ideas for Using a Single Message Output
1. Sing “Merry Christmas” with the choir at a holiday performance.
2. Use the device for games such as: Chase – message “You can’t catch me!” Duck, Duck, Goose - works better with a sequencer device, Hide and Seek – “Ready or not here I come!”
3. Initiate physical contact, with messages such as, "bounce me", "tickle me", “rub my back”, or, “brush my hair”.
4. Tell others when you need to leave the room to use the bathroom: “I’ll be right back,” or, “I’m going to the restroom.”
5. Indicate, "more," or "finished."
6. Use the device to order at a restaurant.
7. Tell mom and dad, "I love you."
8. Ask for a hug.
9. Say prayers.
10. Call everyone to dinner.
11. Sell items.
12. “How about turning on a radio or cassette player?”
13. Giving a compliment to a friend,
14. When done in the bathroom stall, use the device to call out, “Oh, yoohoo, I'm finished"
15. Use the device in preschool classes for story time. Record the repetitive line in such books as, “The Very Busy Spider,” or, “Brown Bear, Brown Bear.”
16. Use two single-message devices to make choices at snack time
17. Make comments about food, such as, "delicious" or, "yucky"
18. Use two different single message devices, one placed outside the door and one inside the door. One says, "Hi, how are you?" and the other says "Bye, have a nice day."
19. Take a message to the office for the teacher, “It’s time for my medicine,” or, “Mrs. Crawford needs the three-hole punch”
20. Record the day or date on the device for use during circle time so child can answer the question "what day is it today?" Or, record the weather so the child can answer that question.
21. Request shoe size at bowling.
22. Greet the bus driver.
23. Tell what was done in therapy.
24. Give a direction in a group activity (put it in, pick it up, take a turn).
25. Request more materials during work.
26. Use two devices to play "Red Light, Green Light".
27. Program a device to say, "I need a break" to help teach what to do when fatigued or getting frustrated.
28. Use the device in place of an "exchange" notebook between preschool and the home. For example, send home a message such as "We had apples for snack," so that the parent becomes part of the process for using the device.
29. Say, "I want that one," when making choices.
30. Use the device when a child wants to request more swinging.
31. Tell jokes and riddles.
32. Introduce a song title at the Christmas Program.
33. Ask another student to dance.
34. Program the device for cognitively young students to announce activities as they occur in class: "Everybody lineup", "snack time", "story time", etc.
35. Share information about upcoming events, the day's activities or a special experience.
36. Give steps to an activity such as telling a recipe.
37. Program emergency information for the user to communicate over the phone to emergency services dispatchers.
38. Call the family pet.
39. Record short stories, parts of stories or key words/phrases to share at story time.
40. Recite the Pledge of Allegiance.
41. Help conduct a spelling test or give math problems to classmates.
42. Say "Here!" when attendance is taken.
43. Deliver the morning announcements.
44. Direct students in the lunchroom and on the playground.
45. Help to solicit participation in the school fundraising activities.
46. Recite lines in the school play or program.
47. Give a report in a group presentation.
48. Announce basketball players as they run out onto the court.
49. Name a classmate to take a turn.
50. Participate in a political campaign, "Vote for..."
51. Become the "caller" at a square dance.
52. Give clues during a scavenger hunt.
53. Greet customers at a department or grocery store.
54. Deliver messages to co-worker.
55. Inform customers about the in-store specials.
56. Initiate a conversation with friends and family.
57. Program the daily schedule into user's device, when one activity finished, the user can activate a sequential device to find out what to do next.
58. Signal for attention.
59. Give directions to care givers.
60. During opening "circle time" (e.g., the child activates a message to sing his or her part in the greeting song)
61. At transition times (e.g., the child activates a recording of someone singing the cleanup song or of a voice saying, "Time to clean up!")
62. Whenever a request for continuation or turn taking is appropriate (e.g. the child plays a recording that says, "More, please" or "My turn")
63. Any time the schedule dictates that a specific activity take place (e.g., in the morning the child plays a recording that says, "Take my coat off, please")
64. During any activity that requires a leader to announce movements to be performed by the other children (e.g., "Put your right foot in, put your right foot out," "Simon says clap your hands")
65. Any time an interjection during an activity is appropriate (e.g., "Wowee!" "Cool")
66. Participating in specific events that require contextual messages (e.g., singing "For He's a Jolly Good Fellow" to a co-worker, singing "Happy Birthday" at a party).
67. Cheering (or booing) a favorite sports team on television or in person.
68. Conversing on the telephone by activating a single message - a nice way for beginning communicators to keep in touch with friends and relatives.
69. Greeting (e.g., "Hi, how are you today?") or saying farewell (e.g., "Good-bye", "Good to see you," "Let's get together soon").
70. Making single requests in predictable situations (e.g., "I'd like a cheeseburger and small fries, please").
71. Initiating conversations or introducing a new topic (e.g., "So, how was your weekend?")
72. Make introductions (e.g., "Hi, my name is George; what's yours?")
73. Ask a friend to play.
74. Ask for help.
75. Ask questions (What’s your name? What time is it? When can I play with it?).
76. Call for an appointment.
77. Comment on own new haircut, shirt, glasses, etc.
78. Draw attention (Look what I did).
79. Give directives (Show me how to do that).
80. Indicate, "I'm here" during attendance.
81. Indicate that work has been finished (all done).
82. Indicate, "Turn the page" during a story.
83. Tell the weather and what to wear out to play.
84. Issue invitation to a party, or to go out or for a visit.
85. Make funny noises or sound effects during a story.
86. Make interjections or funny noises in a song.
87. Make or modify a game so that it talks.
88. Order a pizza over the phone.
89. Order at a restaurant.
90. Participate in a game (“My turn”).
91. Personal information (name, address, phone number) to be carried with person.
92. Say a Bible verse in Sunday School.
93. Say grace.
94. Say poems and rhymes.
95. Select a story, video or game.
96. Send message with person when going on an errand (Attendance, lunch report).
97. Share a secret with a friend.
98. Share menu for lunch.
99. Share the outcome of a game.
100. Share a song.
101. Sing the chorus of a song.
102. Start a conversation (What did you do this weekend? What did you think of the game?).
103. Take a survey.
104. Talk on the telephone to grandparents, other family members, or friends.
105. Use as a talking hall pass.
106. Tease others.
107. Tell about your ‘Show and Tell’ item.
108. Tell something about yourself (favorite TV show, color, story, activity, etc.).
109. Tell how old you are at lunch, dinner, on outing, or at party.
110. Tell what did at school or work that day.
111. Use as labels for areas or centers in classroom.
112. Use exclamations or interjections (“Yeah”, “uh-oh”, “You're silly”).
113. Use for farewells (“See you later,” “Have a good day”.)
114. When meeting new people, tell your name.
115. When mounted next to door, ask to go outside.
116. When mounted next to room, indicate location (“you are at the bathroom”, etc.).
117. Ask to do it again.
118. Ask to read it again.
This list was originally compiled by Barbara Solomonson, M.S., CCC-SLP, with input from communication listservs, manufacturers, and other written resources. Later edits and revisions were made by Gloria Stansberry, M.A., CCC-SLP, CCBDD AAC Unit Speech-Language Pathologist