I have never worked with this specific situation, so I don't have good answers, but two things come to mind. First, If it's at all possible, model the use of the device with everyone. Adults in the room can use it while they talk, kids can use it too, and if other kids at school have their own devices, then modeling with those too is actually good for everyone.
The other thing I would suggest is developing some routines of conversation with the device. And, I am guessing that they should be routines that are very different than the ones that he has when he is in ABA sessions (if that is how he is using it). Maybe something about reading predictable books or some activity where you can wait til he uses the device to participate easily. I think of natural conversational opportunities without strict timelines and where waiting for him to use the device won't disrupt a classroom. If you are able to do this kind of activity, then again, I'd suggest that you, too model the use of the device. I wonder if you can think of an example of this in your classroom.
I assume that you've used the Matrix to assess his levels of communition and the types of communication functions he uses. Can you tell us more about what you learned when you did that. His communication behaviors and functions might help us brainstorm some more ideas
gaylbowser@gmail.com - 4/19/2017
