Ian Explains: Can A Communication Aid Control A Toy?

Hi, I’m Ian, Information Manager at Inclusive Technology.

A communication aid is usually thought of as a way to play a recorded message, make a choice or join in with a conversation. But some communication aids can also do something extra useful: they can activate a switch-adapted toy.

This means one press can play a message and make something happen at the same time. For some learners, that can be a brilliant way to bring communication, play, cause and effect and participation together in one simple activity.

In the video, I’m using a BIGmack, which is a single message communication aid. You can record a message, such as a greeting, a choice, a line from a story or a simple instruction, and the person can press the device to play it back.

The BIGmack also has a toy output socket. When it is connected to a switch-adapted toy using the right cable, pressing the BIGmack plays the recorded message and activates the toy. You could also achieve the same with the LITTLEmack, BIG Step-by-Step, Little Step-by-Step and iTalk2 with Levels, iTalk4 with Levels.

So instead of the toy simply being switched on, the learner is using communication to make something happen. That small difference can be very powerful, especially when the toy gives an immediate response through movement, sound, lights or vibration.

Switch-adapted toys are often used to support early cause and effect. The person presses a switch, and the toy moves, lights up, sings, spins or performs an action.

When you use a communication aid to control the toy, you add communication into the activity. The person may be making a request, taking a turn, joining in with a group, sharing a message or repeating an action they enjoyed.

This helps make the link between communication and outcome much more visible. The learner can begin to understand that their action has an effect, and that their message can change what happens next.

Using a communication aid with a switch-adapted toy can support a range of early learning, access and communication skills. It can help learners explore cause and effect, build anticipation, practise turn taking, and take a more active role in play-based activities.

It can also be motivating because the response is clear and immediate. The person is not just watching someone else operate the toy. They are making it happen themselves.

For some learners, that sense of control is the most important part of the activity.

For more play-based learning and communication opportunities, you could use a Smooth Talker.

Smooth Talker is a multi-message communication aid with five levels and a range of playback modes, including sequential, random, choice and question/answer. This gives you more flexibility than a single-message device, especially if you want to build a simple group activity, story activity or choice-making session.

It can also activate a switch-adapted toy, either through a direct 3.5mm toy socket or wirelessly when used with compatible SimplyWorks toy controllers like it-Control or iClick.

For example, you could record a short set of messages for a turn-taking game, then connect the Smooth Talker to a switch-adapted toy. Each time someone presses the device, a message plays and the toy activates.

Sequential mode can work well for routines, repeated phrases or story-based activities. Random mode can add an element of surprise, which can be useful when playing in a group. Choice mode can give the user more control over what happens next.

The key is to keep the activity predictable enough for the learner to understand, but motivating enough for them to want to take part again.

Start with a toy that gives a clear and immediate response. Movement, sound, lights or vibration can all work well, depending on what the person enjoys and responds to.

Choose one short message that makes sense within the activity, then keep the session simple. A few successful activations are often more useful than a long activity where the learner becomes tired or loses interest.

It is also important to give the person enough time to respond. Try not to rush in too quickly after each turn, as waiting can help build anticipation and give the learner more opportunity to take control.

If you are using a Smooth Talker or BIGmack, you can also add a picture or symbol to top to give a clear visual cue for the activity.

This kind of setup can work well in special schools, therapy sessions, early years settings, play sessions, group activities and at home.

You might use it during sensory play, story sessions, turn-taking games, music activities or simple choice-making activities. It can be especially useful for people who already use a communication aid, or for learners who are beginning to understand that their actions can make something happen.

The aim does not have to be complicated. Sometimes the goal is simply for the person to realise, “I did that.”

That is a very important starting point.

If you would like to try this but are not sure where to start, we can help.

I offer 1-1 product demonstrations where we can talk through what you are trying to achieve, who you are supporting and which products may work best. That might include communication aids, switches, switch-adapted toys, mounting, iPad access, sensory products or other assistive technology.

You do not need to know exactly what you need before getting in touch. Sometimes the best starting point is simply explaining the person’s access needs, current challenges and goals.