A time delay is often used in teaching to provide the learner with sufficient time to respond. It is an evidence-based strategy in the context of AAC and can effectively increase vocalisations when used with AAC modalities such as Speech-Generating Devices and Picture Exchange Communication Systems. The idea is to pause between further prompting or reinforcement to provide the learner with the opportunity to respond or engage in any form of speech.  

Introducing a time delay can help promote autonomy, as the learner is encouraged to initiate communication independently rather than constantly being prompted, therefore reducing prompt dependency as the responsibility to commence communication is gradually shifted to the learner. It also creates more natural communication opportunities and encourages the learner to employ an active role in their communication.  

This strategy involves deliberately introducing a pause or brief "delay" in the interaction to encourage the learner to respond or communicate independently. A time delay can be implemented at any stage of the AAC communication process, including combined with other strategies.  

To implement a time delay, you can:  

1. Establish the routine by modelling the desired communication and vocalisation.  

2. Introduce the delay by deliberately waiting a predetermined period of time without delivering any assistance or further prompting.  

3. Reinforce the learner's response, whether it is given by using the AAC device or producing a vocalisation - including attempts or partial successes.    

Max uses a Speech Generating Device. His communication partner first modelled playing with his preferred toy choice of a car and spoke the desired communication, "car." A deliberate pause of 5 seconds was given without providing any immediate assistance or repetition of the vocal model. The pause was intended to give Max an opportunity to echo the vocalisation independently. When he did not respond during the delay, his communication partner provided a further vocal prompt coupled with modelling activating the corresponding symbol on his SGD, followed by another 5-second delay. During the second delay phase, Max responded by selecting the correct symbol on the SGD and a partial vocalisation. He was immediately reinforced through positive praise and access to the desired item. During the reinforcement phase, the communication partner interacted with and continued providing multiple vocal models of words and phrases that were appropriate within the context, such as "I have a red car" and "You have a blue car."