What is the 1,000-year language exposure gap in AAC?

Hart & Risley's research shows neurotypical children receive approximately 45 million words of contextual language exposure by age 4, hearing about 15,000 words per day. Binger & Light's research on AAC dosage found that children receiving twice-weekly speech therapy get roughly 3,000-3,120 language models per year. Simple math reveals it would take over 1,000 years of traditional therapy to match typical language exposure. InnerVoice addresses this by making every interaction a language modeling opportunity.

What research supports InnerVoice?

A peer-reviewed study at a Missouri state school for students with severe disabilities tracked outcomes using the Communication Matrix standardized assessment over two years. One student progressed from 4 to 10 mastered communication skills—more than doubling their abilities. Secondary outcomes included reduced behavioral incidents, increased independent communication, and improved ability to request needs calmly.

What grants has InnerVoice received?

InnerVoice has received research grants from the National Science Foundation (NSF SBIR 2015 - Synthesized Emotional Communication) and the National Institutes of Health (NIH SBIR 2019 - Video Assisted Speech Therapy/VAST). These grants funded the development of emotionally expressive speech-generating technology and video-assisted speech intervention research.

What were the results of the Missouri school study?

A peer-reviewed study at a Missouri state school for students with severe disabilities tracked outcomes using the Communication Matrix standardized assessment over two years. One student progressed from 4 to 10 mastered communication skills—a 150% improvement. Secondary outcomes included reduced behavioral incidents, increased independent communication, and improved ability to request needs calmly.

Built on evidence, not assumptions

12+ years of research and development, backed by leading institutions and validated in real classrooms with real children.

4→10

Skills Gained

documented in Missouri study

1,000+

Years

the exposure gap we close

12+

Years

of InnerVoice development

$375K+

In Grants

from NSF & NIH

The 1,000-Year Problem

Why traditional AAC often fails

Neurotypical children receive 45 million words of contextual language exposure by age 4 (Hart & Risley, 1995). AAC users in twice-weekly therapy receive roughly 3,000 models per year (Binger & Light, 2007; ASHA dosage research).

Do the math: it would take over 1,000 years to close that gap through therapy alone. That's not a gap—it's a chasm.

InnerVoice solution: The app itself becomes a modeling partner. Every interaction demonstrates language use. Every button tap shows what words mean in context.

InnerVoice Approach

1Watch Visual StoriesKey step

2Practice with support

3Create own stories

Traditional AAC Approach

1Watch/LearnSkipped

2Practice symbols

3Use in isolation

Featured Implementation Study

When Context MeetsHigh Expectations

A multi-year implementation study documenting InnerVoice outcomes in a Missouri state school serving students with high support needs

Primary Outcome

skills (2015)

2 YEARS

skills (2017)

mastered communication skills measured by the Communication Matrix

4→10

Words Mastered

More than doubling communication abilities

The Context

Prior to InnerVoice implementation, students at this school had limited access to formal communication systems. Some used picture schedules or basic picture exchange, while others communicated primarily through physical expression—vocalizations, gestures, or leaving situations that weren't working for them.

Teachers could often interpret students' preferences, but students lacked tools to independently initiate communication or respond to questions on their terms.

The Implementation

Teachers discovered InnerVoice through the Autism Speaks website and began daily classroom implementation in Fall 2016. The approach included:

1Morning communication sessions using animated avatars
2Integration across all school activities
3Individual progress tracking using standardized tools

What This Meant in Practice

Expanded Communication Repertoire

The student gained access to new ways of expressing needs and preferences. Where previously his primary communication tools were physical (vocalizations, leaving the room, physical gestures), he now had additional options through the iPad-based system.

Increased Initiation

Data showed increased instances of the student initiating requests using the device. This gave him more control over his environment and more ways to get his needs met efficiently.

Teacher Observation
"
They believed that with help our students could do more… and they have.
— Special Education Teacher, Missouri State School

What the Data Showed

Measurable growth in communication skills over two years

The student's measured communication skills expanded from 4 to 10 over two years. More practically: he gained new ways to get his needs met. Where physical expression had been his primary tool—because nothing else was available—he now had additional options through the device.

The data tracked increased instances of him initiating requests. More ways to be understood. More control over his environment.

Documented real-world outcomes in students with high support needs who often show limited measurable progress with traditional interventions

Built on evidence, not assumptions

12+ years of research and development, validated through federally-funded studies with real children.

NSF SBIR Phase I

Grant Number: #1520587

Year: 2015

Description: Synthesized Emotional Communication

Details: Created an emotionally expressive software-based speech-generating communication system for individuals with autism spectrum disorder.

NIH SBIR Phase II

Grant Number: #1920345

Year: 2019

Description: Video Assisted Speech Therapy/VAST

Details: Conducted research on video-assisted speech intervention to improve communication skills in children with autism.