What does the Talk To Me 100 do?





Why do we need Talk To Me 100?


The mind has exactly the same power as the hands, not merely to grasp the world, but to change it. - Colin Wilson

Description of the Talk To Me 100 function and useage:


The design of the visual display is essential to the function of the device. The symbols are simplistic in design, using basic shapes to convey meaning and eliminate distracting visual information. Parts of speech are color coded and arranged on the overlay into preferred groupings to reinforce both the meaning of the words being spoken by the audio output and the location on the overlay, for example nouns are yellow and are placed in the first 2 columns, verbs are green and comprise columns 3-5, prepositions are purple in columns 6 and 7, and adjectives are blue and positioned in columns 8 and 9. Clarifying words are white and placed in column 10 and around the perimeter of the overlay. Questions are grey and arranged in the top row of the overlay. Language typically develops first with nouns, then verbs, prepositions and adjectives as arranged from left to right on the overlay.

Talk To Me 100 is particularly useful to fit a variety of language development needs. Development of questions comes later in the process of language learning and questions are placed on the top row of the overlay beginning with the word “what” because it is developmentally the first question word to be understood and expressed by typically developing children. Acquisition of question words progresses to “who, where, when, how, why” sequentially. Placement of the words: “you-your” at the upper left hand corner is critical. People scan and read in English from left to right beginning at the top to bottom of visual material. The purpose of this tool is to focus on the learner and natural use of the word “you” (as opposed to “I”) to embed high frequency use of this word to engage the learner as quickly as possible. The one negative word, “not”, is red in color and placed in the lower left hand corner of the display. Foundation for emerging literacy skills are embedded in the arrangement of the symbols as students learn to visually scan from left to right and top to bottom. The printed word is added to the symbol to reinforce emerging literacy skills. Some language learners may identify with the printed word before the picture symbol, making it critical for their communication development.

These 100 plus words have been selected because they are generally proven to be the most frequently used and some of the first words children develop naturally. Some words have been omitted because they do not enhance interactive social communication. Words such as “no, yes, hi, bye” are among the first words learned and are definitely powerful. Even though these words are most common, they do not promote conversation and can easily be communicated through means other than verbal expression.

A few symbols have 2 words, “good, bad”. In context the meaning becomes clear, but also allows for flexibility of meaning and encourages use of “not”. For example, if something is “not bad”, it may also be “good”.

     The peripheral words that may be associated with performing a specific activity (like working with arts and crafts) such as “glue, scissors, paper” are not needed when using Talk To Me 100. One might go for days without needing to express the word “glue” or “paper”. Whereas there are frequent uses of the words “put on” and “cut” throughout every day as well as during arts and crafts activities. The voice output device reinforces the use of words such as “put on” and “cut” rather than the peripheral words because mastery of the more frequently used word is given priority over less often used peripheral words.

    It is possible to retell basic stories using the 100 word core vocabulary. It may not be grammatically correct, but conveys the appropriate meaning and provides information to the listener.

Talk To Me 100 provides for a multi-sensory approach to language learning. The repetitive motor planning required to select a specific location along with the tactile feedback (touch) from pressing the button reinforces the muscle memory and association with the corresponding visual (symbol) and auditory (word) cues. Multiple activations of a single button for a variety of activities with different communication partners are important. The behavior reinforces the voice output from the device and the natural voice of the speaker. This process will make the necessary neurological connections in the brain for long term memory, thus increasing probability for verbal expression.

Whereas voice output devices currently available address the differences in language learners, this universal voice output strategy identifies the similarities of language learners and allows for a natural integration into daily routines. Most strategies have a “bottom-up” developmental model, building on small increments of language until a developmentally appropriate level is reached. This voice output device communication/teaching strategy has a “top-down”, activity based model. This strategy provides core language from the beginning, gradually decreasing assistance from the partner as the learner acquires increasing verbal skills necessary for effective interactive communication. The learner becomes less reliant on the device and more independent using natural voice.

    Typically, once a speaker has achieved the ability to use 100 individual words and combine those words in 2-3 utterances to express novel ideas, expansion of verbal skills occurs naturally. Research reflects that voice output device usage does not inhibit natural verbal skill development, but rather increases the desire and skills required for natural verbal expression. Just as some children learn to walk before they crawl, some may say “stop” or “who” before “dada”. This approach follows the child’s lead and meets the child at the point of readiness to learn.

For optimum learning and development there are 4 key ingredients:

Nutrition - Exercise - Sleep - Water

AFFORDABLE. PORTABLE. EFFECTIVE.