Sono Flex

Tobii Dynavox
Kaitie Corns, Emily
Gazdag, Rebecca
Williams

Detailed Description
Vocabulary App designed for nonverbal users to communicate and interact with
others.
Symbols become Speech
Cost: $99.99 or Sono Flex Lite for free (device cost varies)
Available on Ipad, Iphone, Ipod, and regular PCs

Steps for Implementation

Arrange the environment by having the device closer to the user than the
preferred item.
The implementer will entice the user with the preferred item (taking a bite,
playing with toy, etc.).
As the user reaches for the preferred item, the implementer will redirect the user
to request the item on the device.
The implementer will hand the requested item to the user while naming the item.
The implementer will fade prompts once the user is requesting items on device.
Once the user is able to request the preferred item, more symbols will be added.

Case Example
James is an 8 year old boy with autism. He is nonverbal and uses a Cheap Talk 8
during Speech class to communicate all done, more, drink, food, help, hello,
bye, and restroom.
Tailored Implementation:
Start with 8 buttons
Introduce folders

Pros

Cons

Lite version available for free.

Not available for Android users.

Uses users personal photos to create symbols

If you want the full version it is $99.99.

Customizable

Battery Powered

Portable

Device Dependent

User Friendly

Cost of device

Able to be used by multiple AAC users (gaze

interaction, switch scanning, touch, mouse,
etc.)
Available in Portuguese and Swedish, as well
as English

Instruction to Augmentative Alternative

Communication (AAC) Users in the Home and
Community
Environment
This study was designed
to instruct students
and their families using the AAC
application, Sono Flex, on the iPad. It asks what roadblocks there are when it
comes to AAC implementation outside of the classroom and how can we
overcome these roadblocks.
The participants were 5 individuals (along with their families), ages 11-15 years
old, who were beginning users of Sono Flex.
Results: All five participants demonstrated growth on their IEP and/or project
created goals during the two progress updates. They also showed an increase in
use outside of the training sessions.
This study supports the use of Sono Flex on an iPad.

Using an iPad to Teach Spontaneous

Communication of Students with LowThis study asks, will students
with low-functioning
autism increase their
Functioning
Autism

expressive communication in the classroom when utilizing an iPad? As well as,

will instruction using an iPad, with a least-to-most prompting hierarchy,
increase spontaneous communication of these students with their teacher and
peers?

Three 10-year-old students, one female and two males, diagnosed with Autism
Spectrum Disorder and a moderate cognitive disability participated in this
study.
An iPad creates new opportunities and possibilities for communication for
nonverbal students with low-functioning autism and participants showed an
increase in requests, responses, and social comments.
This study supports the use of AAC applications, such as Sono Flex for students
with Low-Functioning Autism.

Using iPads to Teach Communication Skills of

Students with Autism
The purpose of this study was to examine the effects of using an iPad to assist
students with autism in learning communication skills.
Three, 10 years old learners diagnosed with autism who present little or no
functional speech, participated in the study.
During the intervention, the students were taught to use the iPad to
communicate with their teacher and peers for 6 weeks. With a least-to-most
prompting hierarchy, all students increased initiating requests, responding to
questions and making social comments in both class and recess settings.
This study supports the use of the AAC application, Sono Flex, for students with
Autism.

References
Baumgartner, A. A. (2015). Instruction to Augmentative Alternative Communication (AAC) Users in
the Home and Community Environment. Retrieved from Sacramento State Scholarworks.
Brock, M. (2016). Picture Exchange Communication System Phase 1 Checklist. Personal Collection
Matthew Brock, The Ohio State University Columbus, OH. (implementation)

of

Leonard, D. (2013). Using an iPad to teach spontaneous communication of students with

functioning autism. Retrieved from Rowan Digital Works. (279)

low-

Xin, J. F., & Leonard, D. A. (2015). Using iPads to Teach Communication Skills of Students with
Autism. Journal of Autism and Developmental Disorders, 45, 12, 4154-4164. DOI:
10.1007/s10803-014-2266-8