Ep60 – Why Giving Your Pre-Verbal Child a Voice (Before Words) Can Unlock Speech
From This Episode:
Episode Title
Why Giving Your Pre-Verbal Child a Voice (Before Words) Can Unlock Speech
Short Description
Parents often worry that if they introduce signs, PECS, or an AAC device, their child will “never talk.” In this episode I share Julianna’s story—how she lost language, how we taught functional communication with signs, and why that actually accelerated her spoken words. I unpack what changed for her brain, her motivation, and our relationship, and I cite research showing AAC does not block speech and can increase it.
Timestamps
00:26 – The fear: “If I use AAC, will they ever talk?”
03:31 – Julianna’s regression, hand-leading, and tantrums
07:46 – Why PECS wasn’t our fit, and why we chose sign
10:41 – The first sign (“cookie”) and what it revealed
15:06 – Three shifts that unlocked speech: understanding, connection, pride
21:36 – What the research actually says about AAC and speech
26:56 – Parent takeaways: how to start without fear
Key Takeaways
AAC (signs, PECS, devices) gives a child a reliable voice now, reducing frustration and building the language foundation that supports speech later.
High-quality studies show AAC does not delay speech. Many children make gains in spoken language once they can communicate successfully. PubMed+1
The “unlock” isn’t only mechanical. It is social and motivational. For Julianna, the first sign proved she understood us, pulled her out of her private world to find us, and created pride and belonging—fuel to work for speech.
My Parent Story (Julianna)
We needed functional communication because hand-leading and tantrums were running the day.
PECS didn’t work for us because she would stim and twist the cards.
We pivoted to sign. I was scared: “If I teach her sign, why would she ever talk?”
Her first sign (“cookie”) changed everything.
I realized she understood everything.
She had to leave her self-contained world and find me to sign—instant connection.
I saw pride. That belonging became the motivation to try speech, even though motor-planning made voice hard.
My hunch: giving her an efficient, respected way to communicate reduced cognitive load and frustration, so more “brain budget” could go into coordinating sounds. It also made practice meaningful because communication now worked.
What The Research Says
Use these verbatim lines in your show notes, captions, or slides. Each quote is under 25 words and linked.
Systematic Review (Autistic children + AAC)
“Results indicated that AAC interventions do not impede speech production. In fact, most studies reported an increase in speech production.” PubMed
PubMed page (Schlosser & Wendt, 2008). See the Abstract section.
Meta-analysis (Developmental disabilities incl. autism; signs & low-tech AAC)
“None… demonstrated decreases in speech… 11% showed no change, and… 89% demonstrated gains in speech.” PubMed
PubMed page (Millar, Light, & Schlosser, 2006). See the Abstract (“Results”) section.
Randomized Trial (Minimally verbal children with ASD; start with SGD)
“Improvements… all favored… beginning by including an SGD… as opposed to spoken words alone.” PubMed
PubMed page (Kasari et al., 2014). See the Abstract (“Results”) section.
PECS Meta-analysis (Communication vs. speech outcomes)
“Small to moderate gains in communication… Gains in speech were small to negative.” PubMed
PubMed page (Flippin, Reszka, & Watson, 2010). See the Abstract (“Results/Conclusions”).
AAC Meta-analysis (Which AAC works best for whom)
“AAC has small to moderate effects on speech outcomes… SGDs appear to be most effective… [PECS most effective] with ASD and IDD.” PubMed
PubMed page (Ganz et al., 2014). See the Abstract (“Results”).
AAP (Parent-facing guidance, myth-busting)
“Fact: AAC does NOT prevent or reduce verbal speech… Research shows that using AAC actually supports verbal speech…” HealthyChildren.org+1
HealthyChildren.org (American Academy of Pediatrics). See Myths & misconceptions.
How To Start
Pair a respectful AAC option (signs, PECS, or SGD) with natural routines and powerful motivators.
Model language. Speak to your child as you normally would while honoring their sign/picture/button presses as real communication.
Keep AAC available everywhere. Success breeds more attempts.
If one system isn’t a fit (e.g., card-stimming), pivot—signs or a device may reduce competing sensory pull.
Involve your SLP/BCBA to individualize and to target functional requests first.
Resources Mentioned
Kasari Communication Intervention with SGDs (JAACAP RCT, 2014). PubMed
Schlosser & Wendt Systematic Review (2008). PubMed
Millar, Light, & Schlosser Meta-analysis (2006). PubMed
Flippin, Reszka, & Watson PECS Meta-analysis (2010). PubMed
Ganz et al. AAC Meta-analysis (2014). PubMed
AAP: “Beyond Spoken Words: AAC for Kids” (myth-busting). HealthyChildren.org