AAC Articles

Article #3 

TalkXpress Communication Book – Low Tech AAC

Written by Ms. Deborah Yong, November 2025

Noah* is a 3-year-old boy. He loved naming animals and could label many of them, including dinosaurs and insects. However, his communication was limited. He mostly requested - by gesturing or by pulling someone toward what he wanted.

To support his language development, I introduced the TalkXpress Communication Book. Within just eight months, Noah's progress was remarkable. From primarily labelling, he began using a wide range of communication functions, including: commenting, rejecting, requesting, asking questions, answering questions, giving instructions, and taking leave.

Noah communicated both verbally and by pointing to symbols in the TalkXpress. He successfully moved up a class to join his peers, and his mom was thrilled. Mom shared: 

“The TalkXpress was the breakthrough my son needed to start communicating verbally. It was his initial way of communication with us which eventually led him to learn words, speak, express himself and convey his message across in a proper manner. “

The TalkXpress is a powerful, user-friendly communication board/ book designed to give individuals the vocabulary they need for effective communication. It is available in three languages (English, Bahasa Malaysia, and bilingual English–Mandarin Chinese), with hundreds of copies sold!

*name has been changed to protect privacy

✨ Who can benefit from using the TalkXpress? ✨

✔️ Non-speaking or minimally speaking individuals

✔️ Children with speech or language delays

✔️ Anyone who needs visual communication support

🛠️ Key Features 🛠️

•  24 pages of core and fringe vocabulary

•  Categories such as activities, food, social, places, alphabet, and more

•  Easy navigation with multiple tabs

•  One blank page for personalized vocabulary

•  Universally recognized Boardmaker symbols

•  Modified Fitzgerald Key color coding

What teachers and therapists are saying:

Amazing resource! It’s brilliant to see my children finally find their voices rather than just repeating what you say. (Natalie B.)

This is a great resource! I've been looking for a way to incorporate a low tech and robust communication board that would serve as an additional resource when a student's device loses its charge or when a student is beginning their AAC journey. (Priscilla E.)

This is so helpful! I am a school based SLP split between a middle and elementary school and it's a perfect resource to have. (Madeline F.)

TalkXpress makes communication accessible. 🌟 Get yours today!

Article #2 

AAC & Literacy

Written by Ms. Deborah Yong, October 2025

September 2025 marked my first visit to China with my family. Other than having to figure out their many apps (for e-hailing, payment and more) and some erratic weather in Shanghai, it was a great experience! Luckily for me, I can also speak, read & write Mandarin Chinese, so communicating & getting information as I went about China was quite a breeze.

Talking about reading & writing...this post is about literacy!

We often focus our teaching on core words or words that are highly motivating that we forget to nurture love for the alphabet. We may think that reading and spelling is too difficult for our AAC user, or that they won’t be interested. 

Did you know? Strong literacy skills support AAC users to

-          Engage with written classroom materials

-          Complete assignments independently

-          Participate in higher levels of education

-          Text or email friends and family

-          Use social media

-          Apply for jobs

-          and many more!

So, how do we introduce the alphabet to our AAC users?

Reading to them is a great first step. I love books that rhyme, touchy-feely books and books with flaps. You can try physical books, adapted books or e-books. You can read out words on restaurant menus, signboards and labels.

Being able to read is great, but being able to spell and type is also very crucial for effective communication.

In my 10 years of supporting AAC users, I have definitely become more confident in introducing and using the keyboard in communication. Many of my autistic clients actually have a strong interest in ABCs. Perhaps it is due to the predictability of the alphabet, how A is always followed by B and that the whole sequence ends with Z. Perhaps it is a special interest of theirs. Perhaps they recognize letters from the environment and would like to spell them out. Perhaps some of them are hyperlexic.

My ultimate goal for my clients is for them to be able to type whatever is on their mind (as the AAC app may not have the word!).

Introducing ABCDE to teach ABCs to AAC users.

A - introduce the Alphabet. While modelling on the AAC system, demonstrate how to use the keyboard to type words too. These could be simple sight words, meaningful words (like their name) or words not available in their device.

B - show the use of Backspace (and other special keys) on the keyboard.

C - you can start with Copying. For example, type out words on labels of food items, stationery packaging, and YouTube Channels.

D - make it Delightful. Use the keyboard while singing the phonics, ABC, EIEIO or BINGO song. Make up your own ‘A is for ____, B is for ____ song’ !

E - encourage Exploration of the keyboard at all times. You could pair exploring the keyboard with alphabet toys, or with writing or colouring letters. Even if the learner types nonsense words, that’s a start!

Article #1

Multimodal Communication 

Written by Ms. Deborah Yong, August 2025

Multimodal communication refers to different modes of communication. We all use multimodal communication in our daily lives. We may wave to a friend, followed by exchanging a few words and pointing to items related to our conversation. We may then end the conversation with ‘I’ll text you more information later’ and follow up with typing on our phones and hitting send to get the message across. 

Early communicators use a variety of methods to communicate too. It could be a combination of vocalizations, word approximations (aka unclear speech), pointing to pictures or objects, sign language, natural gestures, body language, facial expressions, as well as an Augmentative and Alternative Communication (AAC) system on a tablet.

Even for learners who use AAC books or apps, multimodal communication is important. They often use the fastest and most efficient way of communication available to them in the moment. All methods of communication have their place and should be valued, respected and responded to (Hartmann, 2024).

When I conduct an AAC assessment, I like to draw a diagram explaining all the ways we can communicate to remind caregivers to honour all forms of communication.  

If you are a caregiver, you may find yourself able to respond to your child's communication attempts, but struggling to share these observations to others in a clear and concise manner.

If you are a service provider (e.g. Speech-Language Therapist (SLT)/Speech-Language Pathologist (SLP), Special Education Teacher) and have a whole caseload or classroom to manage, remembering the meaning of every client's gesture and vocalization is tough! 

Introducing the Personalized Communication Dictionary Kit!

A Personalized Communication Dictionary is basically a compilation of an individual's communication attempts, along with its meaning and how communication partners should respond.

It is useful to 

• encourage appropriate responses to a student’s communication attempts (which then increases the likelihood that the student will repeat it)

• reduce communication breakdowns

• support back and forth interaction

Wanna get started now? Sign up for my occasional newsletter below and download your free 10-page Personalized Communication Dictionary Kit!