AAC Language Development Kit: Toys, Tools & Tips

A moving race car, a playful robot, or a favorite animal can turn a quiet moment into an opportunity to connect. The Forbes AAC language development kit pairs interactive toys with resources designed to support communication during play. Children can use a compatible WinSlate device to control toys, while adults model related language and give them time to respond in a way that works for them. The kit also includes protocols developed by speech-language pathologists who specialize in AAC. These materials can offer ideas for planning activities, but every child’s goals and access needs are different. This guide explains what’s included and how the kit can complement a child’s usual AAC system.

Key Takeaways

• Use play to invite communication

  : Choose activities the child enjoys and create chances to make choices, request turns, comment, and connect with others.

• Check device compatibility first

  : The kit is designed for WinSlate, so confirm device, software, and setup requirements with Forbes AAC or an assistive technology specialist.

• Follow the child’s communication needs

  : Keep their usual AAC system available, model useful language, allow time to respond, and adapt activities to their interests and access needs.

What Is an AAC Language Development Kit?

An AAC Language Development Kit is a collection of play-based activities that helps create opportunities for children to communicate while they interact with toys. Forbes AAC’s kit is designed to accompany a child’s speech-generating device, not take its place. The toys can be operated through different access methods, including touch, a switch, head mouse, or eye tracking, giving children options for joining in based on their individual needs.

The kit combines interactive toys with resources for the adults supporting a child’s communication. During play, a child might choose which toy to activate, ask for another turn, or comment on what the toy is doing. A communication partner can model related words on the child’s AAC system and leave time for the child to respond in their own way. The Forbes AAC Language Development Kit also includes clinical protocols developed by speech-language pathologists who specialize in AAC. These resources offer lesson plans, goal banks, and data-tracking sheets to help clinicians plan and reflect on activities.

The right way to use a kit depends on the child. Interests, communication goals, access needs, and the AAC system already in use can all shape which activities are most useful. The kit is a resource for creating engaging communication opportunities, rather than a replacement for individualized support.

How the kit supports learning alongside a child’s AAC system

Play gives children and communication partners something shared to notice and talk about. When a toy moves or responds, an adult can model useful words on the child’s AAC system, such as “go,” “stop,” “more,” or “look.” The child can then communicate in a way that works for them, whether they use the device, gestures, sounds, or another method.

Some activities pair operating a toy with a “talk about it” button for exploring related language. The toy provides an engaging context, while the child’s regular AAC system remains available for communication. Follow the child’s pace, respond to their attempts, and give them time to take a turn. The goal is to make language part of a meaningful activity, not to require a particular response before play can continue.

Who the Forbes AAC Language Development Kit supports

The kit is intended for children who use speech-generating devices and the clinicians who support their communication. Speech-language pathologists can use the activities and protocols to plan sessions, choose goals, and track communication opportunities. Families and caregivers can also take part, helping children practice communication during enjoyable, familiar play.

Every child has different interests and access needs, so an activity may need adjusting. A clinician might reduce the number of buttons on a page or use a high-contrast background for a child with CVI. The protocols offer ideas for planning, but adults can adapt activities to suit the child in front of them. Following the child’s lead and recognizing communication in all its forms helps keep the activity responsive and engaging.

Why the kit complements a child’s usual AAC system

A toy can give a child a concrete reason to communicate: they can see what is happening and make choices about what happens next. But the kit is a companion resource, not a standalone communication system. Keep the child’s usual AAC device available during activities so they can use familiar vocabulary to request, comment, choose, or share an idea.

Forbes AAC describes the kit as an accessory for its WinSlate device. Families and clinicians should check that the device, software, and activity setup fit their needs before getting started. The kit can add playful ways to practice communication, while the child’s regular AAC system continues to support communication beyond the activity. You can learn more about Forbes AAC’s WinSlate devices and how the kit is designed to be used on the product information page.

What Does the Forbes AAC Language Development Kit Include?

The Forbes AAC Language Development Kit combines interactive toys, clinical protocols, and activity-based Gridsets for a compatible WinSlate device. Each part has a distinct role: toys give children something engaging to explore, protocols help adults plan and observe activities, and Gridsets pair toy controls with related vocabulary. Used together, these materials can create opportunities for communication during play.

A child might use the Gridset to activate a toy, then request another turn, make a choice, or comment on what happened. Adults can model language on the child’s AAC system and give them time to respond in their own way. The kit’s activities can be adapted to support different access needs, so the adult can adjust the setup, pace, or choices to suit the child.

The kit is designed to complement a child’s communication approach, not replace their usual AAC system. Its components and intended use are described on the Forbes AAC Language Development Kit page.

IR-controlled toys: unicorn, robot, dinosaur, puppy, and race car

The kit includes five infrared-controlled toys: a unicorn, robot, dinosaur, puppy, and race car. Children can control them using touch, a switch, a head mouse, or eye tracking, depending on their access needs and setup. The toys add an interactive element to play and can give children a reason to communicate as an activity unfolds.

For example, an adult might pause before starting the race car, giving the child a chance to signal “go,” make a choice, or ask for another turn. There’s no single response a child needs to give. They can participate using their AAC system or other communication methods, while the adult follows their interests and allows time for a response.

Clinical protocols: lesson plans, goal banks, and data-tracking sheets

Speech-language pathologists who specialize in AAC developed the kit’s clinical protocols. They include lesson plans, goal banks, and data-tracking sheets to help adults connect play activities with communication goals. These resources can provide a starting point for planning, whether a clinician is preparing a session or a family member is looking for ways to join a child’s play.

The protocols are guides, not scripts. A clinician can select goals that fit the child’s priorities and adapt an activity to match their interests and skills. Data-tracking sheets can help adults record communication opportunities and responses over time. Those notes may make it easier to share observations with the child’s support team, while leaving space for spontaneous communication and changes in engagement.

Activity-based Gridsets for WinSlate

The kit includes activity-based Gridsets designed for use with a WinSlate device. They are pre-programmed with infrared commands to control the toys and include vocabulary tailored to each activity. This brings communication and toy control into the same play routine, so a child can use the device to interact with a toy and communicate about what’s happening.

Because the Gridsets are designed for WinSlate, check device compatibility and setup requirements before using them. The kit details from Forbes AAC explain how the Gridsets relate to the activities. Adults can treat the included vocabulary as a starting point and consider whether the words, layout, and access method suit the child. Their usual AAC system should remain available during play.

How toys, protocols, and Gridsets work together

The toys, protocols, and Gridsets each support a different part of an activity. A Gridset gives the child access to toy commands and activity-related vocabulary. A toy makes the interaction concrete and playful. A protocol helps the adult plan the activity and observe communication. For instance, a child could use a Gridset to activate the robot, then make a choice or comment while an adult models language and waits for their response.

Adults can adjust activities to better fit a child’s needs. The materials may be adapted with fewer buttons or high-contrast backgrounds for children with visual access needs. An adult might also change the pace, offer fewer choices, or pause longer between turns. The child’s communication approach should guide these decisions, with support from their family, clinician, or assistive technology specialist as appropriate.

How Can Play Support AAC Language Development?

Play creates real reasons to communicate. A child might ask for a favorite toy, choose what happens next, comment on a silly moment, or invite someone to take a turn. These exchanges connect language with enjoyable experiences, helping communication feel useful and meaningful.

There is no single right way to play or communicate. Follow the child’s interests, keep their AAC system available, and respond to the ways they share messages. You can model words on the system while speaking, then pause to give the child time to respond. This is not a test, and the child does not need to copy your selection. The goal is to make communication part of the activity and show that their messages matter. ASHA’s AAC guidance for early intervention offers practical ideas for supporting communication in everyday routines and play.

Create meaningful reasons to communicate

Choose activities that naturally invite a message. Offer a choice between two games, pause during a familiar song, or bring out a favorite toy. These moments can create opportunities to request, refuse, ask for help, get someone’s attention, or share an idea. For example, pause before sending a toy car down a ramp. The child might communicate “go,” “again,” or something else that fits the moment.

Keep play enjoyable and avoid turning every pause into a demand for a response. Make sure the child can access the toys and other things they need. Respond to their communication, including gestures, vocalizations, and AAC selections. When a child sees that their message affects what happens next, play becomes a meaningful place to communicate.

Model useful words and phrases on the child’s AAC system

Children can learn how language works by seeing communication partners use AAC during everyday activities. As you speak, point to a relevant word on the child’s system. You might model “go” before sending a car down a ramp, or “big” while stacking blocks into a tower. Pairing symbols with spoken words and actions helps connect language to what is happening.

Model a few useful words without expecting the child to repeat them. Keep the interaction natural, and use the system to comment, make choices, or take a turn yourself. Make sure the child’s usual AAC system is available throughout the activity. Forbes AAC offers communication devices and solutions that support communication across daily activities, alongside the language system chosen for each individual.

Encourage requesting, commenting, choosing, and turn-taking

Play offers opportunities to communicate for many reasons. A child might request a toy, choose a character, comment on something funny, or tell a partner it is their turn. Try different activities, such as shared books, songs, simple games, and pretend play, to show that AAC can support more than requests.

Make turns clear by modeling phrases such as “my turn” and “your turn,” then pause to give the child time to join in. Offer choices that are both appealing and available. If the child communicates “again,” “stop,” or “different,” respond to the message when you can. Songs, books, and turn-taking games can create natural opportunities for interaction, as ASHA describes in its AAC guidance.

Follow the child’s interests and give them time to respond

Start with something the child enjoys. If they love animals, play with animal figures or read a favorite story. If they prefer vehicles, use cars or a race track to create chances to choose, comment, and take turns. Familiar activities can make it easier to connect words with actions. You can introduce new themes when the child shows interest.

After speaking or modeling a message, pause. The child may need time to notice a symbol, plan a response, and access their AAC system. A quiet wait gives them space without pressure. Watch for signs that they want to continue, change the activity, or take a break. Begin with familiar, useful words, then work with the child’s communication team to add vocabulary that reflects their interests and everyday routines.

Recognize all communication, not just speech or device selections

Children communicate in different ways, and those ways may change from moment to moment. A child might select a symbol, point, gesture, sign, look toward an item, vocalize, or combine methods. Notice these signals and respond to the meaning the child appears to share. This shows that their communication matters, whether or not they speak or select a button.

If a message is unclear, acknowledge the attempt and offer a simple way to clarify, such as showing two choices or modeling a related word on the AAC system. Avoid requiring a particular response before continuing the activity. AAC includes gestures, signs, picture boards, communication apps, and speech-generating devices. ASHA’s overview of AAC explains how these approaches can support communication.

How Can Clinicians and Families Use the Kit?

The kit can help adults turn play into meaningful opportunities for communication. Start by thinking about what the child enjoys, how they access AAC, and what they want to practice. A toy might invite a child to choose, request another turn, comment on what happened, or direct a partner to make it happen again.

The Forbes AAC Language Development Kit brings together play activities, clinical protocols, and activity-based Gridsets for WinSlate. Clinicians can use these materials to plan sessions, while families and other communication partners can carry familiar strategies into daily routines. Keep the child’s usual AAC system available and model language without requiring a particular response. Gestures, eye gaze, vocalizations, device selections, and other communication all count.

Choose activities and goals that fit the child

Begin with the child’s interests. A favorite animal, vehicle, or playful surprise can make it easier to join an activity and keep it going. The kit includes toys such as a unicorn, robot, dinosaur, puppy, and race car, giving clinicians and families several themes to choose from.

Then select one or two practical communication goals. During play with a race car, for instance, the child could choose which car to use, request “go,” comment “fast,” or take a turn making the toy move. Collaborate with the child’s speech-language pathologist or AAC team to choose goals that suit their communication and access needs. Follow the child’s lead, too. If their interest shifts, adapt the activity rather than trying to steer them toward a set response.

Plan sessions and track communication opportunities with the protocols

The kit’s clinical protocols include lesson plans, goal banks, and data-tracking sheets. Clinicians can use them to prepare an activity, plan moments for communication, and record how the child participates. Families can review the strategies with the clinician and try them during play at home.

Keep notes focused on useful observations: what language partners modeled, how the child communicated, and which supports helped. Include all communication modes, not only speech or selections on a device. Tracking can help the team notice patterns and decide what to adjust next. It isn’t a score of the child’s performance. Share observations with the child’s communication partners so everyone can plan activities and goals together.

Adapt activities and Gridset vocabulary to the user

The kit includes ready-to-use Gridsets for WinSlate, with activity-related vocabulary and infrared commands to control the toys. Treat these as a starting point. Consider whether the words, layout, and access method suit the child, and whether familiar vocabulary should remain available. Depending on the activity, useful words might include “go,” “stop,” or “more,” as well as names for toys or actions.

Before play begins, check that the child can reach the messages they may want to use and that the setup works with their access needs. Keep their usual AAC system available, and consult their AAC team before making changes to it. Clinicians and families can review the kit’s features and Gridset details when planning how to use it with a particular WinSlate setup.

Share strategies across therapy, school, and home

Children have more opportunities to communicate when the people around them use familiar, supportive strategies. Clinicians can show family members and school staff how to model words on the child’s AAC system during play. Partners can then use similar approaches in daily routines, such as meals, getting dressed, or bedtime.

Consistency doesn’t require everyone to follow the same script. Partners can agree to model useful words, give the child time to respond, and recognize communication in all its forms. The American Speech-Language-Hearing Association’s guidance on AAC in early intervention describes caregiver coaching as an important part of supporting communication across settings. Regularly share what the child enjoys, what they communicate, and which supports help them take part.

What Device and Software Requirements Should You Check?

Before planning activities, confirm that the kit works with the child’s available device and setup. The right preparation can help clinicians and families focus on interaction instead of troubleshooting.

Confirm access to a compatible WinSlate device

The Forbes AAC Language Development Kit is designed for use with a WinSlate device. It is an accessory for children who use speech-generating devices, not a standalone product, so confirm that a compatible WinSlate is available before purchasing or scheduling activities. If you already have a WinSlate, check its model and configuration with Forbes AAC or an assistive technology specialist. You can review the Language Development Kit information and WinSlate options to prepare questions about compatibility and setup.

Remember that the kit isn’t a standalone communication system

The kit offers structured activities to support language learning through AAC, but it does not replace a child’s existing speech-generating device or communication system. Keep the child’s usual system available so they can express choices, share reactions, and communicate needs in a familiar way. Clinicians and caregivers can use the kit to create opportunities to communicate while continuing to honor the child’s vocabulary, preferences, and established methods of communication. This distinction matters during play: the activity should support communication, not restrict it to the kit’s toys or vocabulary.

Check Gridset, software, and setup requirements with Forbes AAC

The kit includes ready-to-use Gridsets for WinSlate, with infrared commands for controlling the toys and vocabulary tailored to each activity. Before a session, confirm which software and device configuration are required, and whether the Gridsets are appropriate for the child’s setup. Ask Forbes AAC or an assistive technology specialist about installation, access methods, and any adjustments that may be needed. Reviewing the kit’s Gridset details ahead of time can help you prepare the device and materials before the activity begins.

Keep the child’s usual AAC system available during activities

Play can create natural moments to request, comment, choose, and take turns. Still, a child should not have to depend on the kit’s Gridset to communicate. Keep their familiar AAC system within reach throughout the activity, and model useful words on it when appropriate. The American Speech-Language-Hearing Association’s AAC guidance emphasizes supporting communication beyond spoken words and building on familiar vocabulary. Keeping the child’s regular system available helps connect play with everyday communication.

What Accessibility Features and Adaptations Can You Use?

A child’s access needs can shape how they engage with toys, activities, and AAC. The aim is to make participation comfortable and meaningful, whether the child uses direct touch, a switch, or another access method. Small changes to positioning, pace, or the visual layout may make an activity easier to use.

Try adaptations during play, observe what supports the child, and share what you notice with their family and care team. Needs and preferences can vary between activities and settings, so it can help to revisit the setup over time.

Explore touch, switch, head-mouse, and eye-tracking access

Children may use direct touch, a switch, a head mouse, or eye-tracking technology to interact with a device or activity. The right method depends on the child’s motor abilities, available equipment, and preferences. Some children may also use different access methods in different situations.

The Forbes AAC Language Development Kit includes IR-controlled toys and activity resources. Talk with the child’s speech-language pathologist or assistive technology specialist about how their access method can be used with the toys and AAC activities. Give the child time to try the options, and notice which one helps them take part with the least effort.

Consider positioning, motor access, sensory preferences, and pace

Positioning can affect how comfortably and accurately a child reaches a screen, activates a switch, or looks at a display. Try adjusting the device’s height or angle, and check whether the child can maintain their position comfortably. Consider sensory preferences, too: lighting, sound, and visual activity may affect how a child experiences play.

Allow enough time for the child to look, move, process, and respond. Ask caregivers what positioning and pacing work well in other settings, then share those observations with the child’s team. ASHA’s guidance on AAC in early intervention recommends considering each child’s abilities and collaborating with families and providers when exploring AAC supports.

Simplify button choices or adjust contrast

A screen with many visible choices can be challenging for some children to scan. For a particular activity, consider presenting fewer options or using a less cluttered background. High-contrast colors may also help a child distinguish buttons from the rest of the screen, including some children with Cortical Visual Impairment.

Adapt the layout to the child’s needs and goals, rather than simplifying it by default. Keep the child’s usual AAC system available, and consult their team before changing its vocabulary or display. Forbes AAC’s Language Development Kit provides activity resources for use alongside play; the child’s clinicians can help decide which visual adjustments make sense for them.

Ask clinicians or assistive technology specialists about individual adaptations

Some access needs require a closer look at the child’s device, positioning, or activity setup. A speech-language pathologist can help connect play activities to communication goals. An assistive technology specialist can offer guidance on access methods, device configuration, and positioning. Families and educators can share observations from home, school, and therapy.

Bring specific questions to the team: Can the child activate the toy reliably? Is the display easy to see? Does the child have enough time to respond? ASHA’s AAC resource describes the value of individualized assessment and collaboration. Forbes AAC’s sales representatives and specialists can also answer questions about products and compatibility.

What Should You Consider When Choosing an AAC Language Development Kit?

Match activities to the child’s interests, goals, and access needs

Start with what the child enjoys and what they are working toward. A favorite toy or familiar activity can make it easier to join in and create a meaningful reason to communicate. Consider goals beyond requesting, such as refusing, choosing, getting someone’s attention, commenting, or taking turns.

Think about access, too. How does the child use their AAC system? Can they interact with the toys comfortably, and do they need extra time to respond? You may need to adjust the activity, positioning, or pace to make participation easier. The American Speech-Language-Hearing Association’s AAC guidance recommends personalizing communication support to the child and their everyday routines. A speech-language pathologist or assistive technology specialist can help connect activities with the child’s goals and access needs.

Check compatibility with current devices and language systems

Before choosing a kit, confirm that it works with the child’s device and software. Forbes AAC’s Language Development Kit requires a WinSlate device, so it is not a standalone communication system. Review the kit’s requirements and materials, including how its activity-based Gridsets fit the intended setup.

It’s also worth discussing compatibility with the child’s speech-language pathologist, particularly if they use a specific vocabulary system or a customized layout. The kit should fit into the child’s existing communication support, rather than replace familiar ways to express themselves. Keep their usual AAC system available during activities so they can use the words and messages they already know, as well as communicate beyond the activity.

Consider setup at home, school, or in therapy

Consider where the kit will be used and who will support the child. A therapy-room setup may need changes to work well in a classroom or at home. Think through practical details such as storage, device positioning, charging, and the time available to prepare activities.

Everyday routines can offer natural opportunities to model AAC. Families and communication partners might use it during meals, play, dressing, or bedtime. ASHA’s guidance on AAC in early intervention highlights the value of including communication in familiar activities. If the kit will be used in several settings, share a few simple strategies among the adults involved. Consistent support can make it easier for the child to participate without making activities feel like extra work for families or staff.

Compare play materials, clinical guidance, device compatibility, and support

Look at the complete kit, not only the toys. Forbes AAC’s Language Development Kit includes IR-controlled toys such as a unicorn, robot, dinosaur, puppy, and race car, as well as clinical protocols developed by speech-language pathologists who specialize in AAC. The protocols include lesson plans, goal banks, and data-tracking sheets.

Ask whether the toys are likely to interest the child and whether the guidance suits the people who will lead activities. Check device and software requirements, and find out what support is available if you have setup questions. Comparing the kit’s play materials, Gridsets, and clinical resources with the child’s communication goals can help you decide whether it fits. You can also contact a Forbes AAC specialist to discuss product and compatibility questions.

Set realistic expectations: activities create communication opportunities, not guaranteed outcomes

A kit can provide engaging ways to practice communication, but every child’s progress is different. Focus on offering meaningful opportunities, modeling language, and responding to the child, rather than expecting a particular number of words or device selections. Communication may include speech, gestures, facial expressions, vocalizations, or AAC selections.

AAC does not prevent speech. ASHA’s review of the research notes that AAC can support spoken-language development, and the studies it discusses did not report a decrease in spoken language. You can read ASHA’s overview of AAC in early intervention for more context. Give the child time to respond, follow their interests, and adapt activities as needed. A clinician can help set appropriate goals and notice changes while keeping expectations flexible and centered on the child.

Where Can You Find the Forbes AAC Kit and Related Support?

Contact Forbes AAC or a sales representative about availability and pricing

The Forbes AAC Language Development Kit is designed to support children who use speech-generating devices, but the product page does not list current pricing or availability. For the latest details, contact Forbes AAC about the kit or find a sales representative.

When you reach out, share which device and communication system the child uses, and where you plan to use the kit, such as at home, school, or during therapy. This information can help the team answer questions about ordering and setup. Clinicians can also ask how the kit’s activities may fit with a child’s current communication goals. If you have questions about specific toys, protocols, or Gridsets, make a short list beforehand so you can cover the details that matter to your family or team.

Ask about purchasing options, bundles, and current offers

The Language Development Kit is presented as a companion resource for the WinSlate speech-generating device. When you contact Forbes AAC, ask whether the kit is available on its own or as part of a bundle, and whether any current offers apply. Confirm what the kit includes and whether anything needed for your setup must be purchased separately.

It’s also helpful to check compatibility before ordering. Ask whether the kit works with the child’s specific device, software, and language system, and whether setup or support is available. These questions can help you understand the full cost and what to expect before making a decision. Since availability and purchasing options may change, confirm details directly with Forbes AAC rather than relying on older listings or recommendations.

Explore Forbes AAC resources for WinSlate, CoughDrop, and CoreWord

Before trying the kit, review information about the AAC device and language system the child uses. Forbes AAC offers products and resources related to WinSlate, CoughDrop, and CoreWord. Start with the Language Development Kit information, then ask Forbes AAC which guides or setup instructions apply to your specific configuration.

It can help to have the device model, software version, and Gridset details ready when you contact the company. Families and clinicians can use those details to ask how the kit’s activities fit alongside the child’s existing AAC system. If you’re comparing device options, Forbes AAC also shares information about its speech-generating devices. Checking these resources before an activity can help you prepare the setup and focus on supporting communication during play.

Find an assistive technology specialist for product and compatibility guidance

An assistive technology specialist or speech-language pathologist can help determine whether the kit fits a child’s communication, access, and learning needs. This guidance can be especially useful if the child uses switches, eye tracking, or another access method, or if their device setup includes customized vocabulary. A specialist can review compatibility, positioning, and possible activity adaptations while helping ensure the child’s usual AAC system remains available.

For product questions, use Forbes AAC’s sales representative locator to connect with a company representative. For broader guidance, the American Speech-Language-Hearing Association’s AAC resource offers information for families and professionals. When possible, involve the child’s existing team so strategies can carry across therapy, school, and home.

Frequently Asked Questions

Can a child use the Language Development Kit without a WinSlate device? The kit is designed to work with a compatible WinSlate device and its activity-based Gridsets. Check with Forbes AAC about your specific device and software setup before ordering.

Does the kit replace a child’s AAC system? No. Keep the child’s familiar AAC system available so they can communicate beyond the kit’s activities and use vocabulary they already know.

What communication skills can children practice during play? Activities can create opportunities to choose, request, refuse, comment, get someone’s attention, and take turns. Children can communicate in different ways, including with AAC, gestures, sounds, or eye gaze.

Can the activities be adapted for different access needs? Yes. Adults can consider changes to positioning, pace, button choices, or visual contrast. A speech-language pathologist or assistive technology specialist can help determine which adjustments suit the child.

Where can I ask about pricing, availability, or compatibility? Contact Forbes AAC or a sales representative for current purchasing details and product guidance. Sharing the child’s device model and setup can help them answer compatibility questions.