How Stella Learned to Talk: The Groundbreaking Story of the World's First Talking Dog

by Christina Hunger

Presuming competence means treating from the fundamental understanding that everyone can learn, and everyone has something to say.

Stella walked to our pantry, raising her head up to sniff the lowest shelf filled with cereal boxes, bread, and crackers. I crawled over, attempting to redirect Stella away from the food. “Stella, look!” I crawled back to the door and pointed at the button. She looked back at Jake, over to me, back to the pantry, straight ahead to the door. She might have glanced at the buzzer, but she definitely did not look at it intentionally. I slowed down my rate of speech, articulated each and every syllable, and paused in between every word I said. “Outside,” I said both verbally and with her button at the same time. “Outside. Let’s go outside!” Stella stared ahead at the closed door, still unaware of the new addition on the floor. I pushed the button to hear “outside,” once more and promptly opened the back door. “Come on, girl!” Stella followed me, trotting down the three steps that led to our yard. “Yay! Stella outside. Outside!” Jake joined us. “Is that normal?” he said. “It seemed like she wasn’t paying attention.” “It’s okay. It takes time for kids to pay attention to a device or watch what I’m doing. So I’m sure it’ll take time for Stella, too. At the very least, she’s still hearing the words I’m saying and making associations between what she hears and what happens next.”

how to model a button

Aided language input means using the learner’s AAC system to talk naturally while saying the same words verbally at the same time. Using both spoken language and the device simultaneously is shown to increase the learner’s receptive and expressive language skills.12 This simple strategy improves language outcomes for a couple of big reasons. First, the speaker tends to slow down their rate of speech as they go back and forth between saying a word verbally and with the device. A slower rate of speech gives the learner more time to process the words. Second, aided language input serves as a model for the user. The learner hears a word verbally, hears and sees another way to say that same word, and observes the word being used in appropriate contexts.

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Focused language stimulation involves repeating target words that are relevant to what is happening at the time. In a single interaction or activity, a word should be repeated at least five times before moving on. When Stella and I were about to go to the backyard, I said “outside” five times between my verbal speech and using her button. When we were in the backyard, I said “outside” another two times. That means, during this thirty-second period of getting ready to open the door and going into the backyard, Stella heard “outside” seven times. If we take Stella outside six times per day, she would hear “outside” around forty-two times. If we took her outside ten times a day, which was more realistic during this potty-training phase, she would hear “outside” seventy times in one day, all during the appropriate contexts.

TAKEAWAYS FOR TEACHING YOUR DOG Expect a language input phase. Your dog will need to hear words to learn words and will need to see her AAC in use to learn how to use it. Expect that this will take time. Model words when your dog communicates. When you see your dog gesturing, whining, or barking, model the word for what you think she is trying to communicate. Pairing a word to her communication is powerful. Use naturalistic cues to draw attention to buttons. If a long pause doesn’t work, you can stand by the button, point at it, or tap it. Pause again after giving a cue. If your dog still doesn’t explore the buttons, go ahead and model the word and carry on with your activity. Model during natural contexts. Model words when they are relevant to what is naturally happening. Respond to communication. If your dog says a word, respond appropriately! In the beginning, try to honor your dog’s communication as much as you can. If your dog is not using words, continue responding to all her other forms of communication. Do not withhold food, water, playtime, trips outside, or anything from your dog. Just create a minute or two of opportunity for your dog to try using a word.

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Research shows that when communication partners pause for ten to forty-five seconds, AAC users are more likely to respond using their devices.18 Giving a longer wait time cues the learner that it is their turn to talk. It also gives them more time to process what is happening then choose what to do next.

TAKEAWAYS FOR TEACHING YOUR DOG Provide a long pause. When you see your dog noticing your modeling or noticing the buttons, turn your routine interactions into language-facilitating opportunities. The greatest cue we can provide is a long, silent pause to give the AAC user a chance to process what is happening and try exploring her words. When you see your dog communicate through a gesture or vocalization, stay quiet for at least ten to fifteen seconds. At the end of fifteen seconds, if your dog looks like she might be walking toward her buttons or is looking at them, continue staying quiet. If you have not seen an indication that she might try saying a word, add a naturalistic cue. Your dog may need cues for a little while before using words independently. Keep providing a long pause, pointing at the button, asking a general question such as “What do you want?” or standing near the button to support your dog’s emerging vocabulary. Even after you’ve heard your dog’s first words, your dog will likely need support before using words independently and regularly. Model words in different contexts to support generalization. Your dog will learn to use words in different ways if she sees and hears you using words in multiple ways. Remember that your dog is intrinsically motivated to communicate. Resist the desire to offer a treat for saying a word (unless the word is treat). This will keep your dog from learning the actual meaning of the word. Stick to providing the appropriate r...

Core words are the most frequently used words in communication. Studies in which researchers analyze language samples from different populations and contexts have shown that there are approximately three hundred to four hundred words that make up about 80 percent of everything we say.20 Core words are typically verbs, adjectives, pronouns, adverbs, and prepositions. The most effective AAC systems are set up to teach core vocabulary first “because it allows communicators to express a wide variety of concepts with a very small number of words. Since core words make up the majority of spoken language, focusing on core vocabulary allows many opportunities throughout the day to hear the same words being used in a natural environment.”21 Using core words sets the learner up for their best communication success.

The remaining 20 percent of vocabulary we use, the fringe words, are more specific. They are typically nouns that can only be used to mean one thing. Everyone needs both core and fringe words to communicate effectively. I always recommend that a solid vocabulary consisting of mostly core words and a few fringe words be established first so the AAC user can communicate throughout all of his day.

Accidental hits, mis-hits, and pure exploration are all fantastic opportunities for AAC users to learn their vocabulary.23 The more Stella sees us respond appropriately after she says a word, the faster Stella will learn what that word means.

TAKEAWAYS FOR TEACHING YOUR DOG When deciding which words to teach, ask yourself these questions. What does my dog communicate with her gestures and vocalizations? Which words do I say to her frequently during routine activities? Which words would allow her to communicate for functions other than requesting? Which words could be used across multiple contexts? Establish a vocabulary with more core words than fringe words. For the most communication potential, and more complex use later on, teach high-frequency words. Keep your dog’s buttons in the same spot. We all learn how to talk through the principles of motor learning. Verbal speech users learn the motor plan to say each sound and word, sign language users develop a motor plan for each hand movement, and AAC users for each word location. Continuously moving words around will be confusing for your dog. After you find a spot that works well, stick with it. Spend time modeling new vocabulary. Whenever you add more words, make sure to model them in their appropriate contexts. Respond to accidental hits, mis-hits, and your dog exploring the buttons. Even if you think you are absolutely positive that your dog pushed a button accidentally or meant to push a different one, respond to the word she said. These are valuable teaching moments. Plus, your dog might surprise you with what she says and when. To help your dog become a deliberate communicator, always respond as though the message was intentional. Give your dog more word...

While I was in the kitchen, I heard the sound of the blinds clanking against the window. I hurried into the living room to see Stella pawing repeatedly at the closed shades. She was gesturing that she wanted the blinds pulled up so she could look out the window. I joined Stella on the couch and tapped the blinds with my hand. I said “help,” then walked over a couple of feet to also say “help” with Stella’s button. When I pulled the shades up, I said “help” a few more times and watched Stella’s gaze following the blinds sliding up the window. By imitating her gestures, I was showing that I understood what she wanted. Then I added a word to go along with her gestures.

Since help is a versatile core word, I modeled it throughout several different contexts—pulling the blinds up, finding a toy for Stella, putting her harness on, moving her dishes to find the one morsel of food that fell behind her bowl. Modeling words in varying ways helps the learner understand that each word can be used to talk about more than one or two different situations.

TAKEAWAYS FOR TEACHING YOUR DOG Add a word to your dog’s gestures. Model the next level of communication by saying the word that corresponds to your dog’s gesturing. Your dog is learning another way she can communicate that concept. Look for patterns in your dog’s vocabulary use. Learn more about your dog by paying attention to the words she uses most frequently and the specific situations in which she most often uses words. Just like people, every dog is different and will have different communication trends.

TAKEAWAYS FOR TEACHING YOUR DOG Bring your dog’s buttons, whenever possible, while traveling. Having all forms of communication available may help your dog feel more at ease in new situations and unfamiliar places. Look for your dog exploring her words on her own. The more your dog explores her buttons and hears which button says which word, the better for her learning. Keep Maslow’s hierarchy of needs in mind. If your dog isn’t feeling safe, secure, healthy, or well-exercised, it will likely be harder for her to learn new skills and use them. Tend to your dog’s foundational needs first.

Stella used her words more now that I modeled them whenever I could. This progress aligns with what I teach, and what the research shows. The more often speech therapists, parents, teachers, siblings, and peers use a child’s communication device, the more the child will use it.

In AAC therapy, “once the individual has the idea of what a particular word means and understands that there will be a natural response when appropriate, then it’s okay to respond by saying ‘no more right now,’ ‘we’re finished with that,’” or something else of that nature.30 Saying no to a request can still provide reinforcement for the learner. For example, if a child asks for cookies all day long, you would at some point probably tell them “it’s not time for cookies now,” or “we can have cookies later.” You would not be afraid that by saying no, the child would lose understanding of the word cookies. You still acknowledged and responded to what they said, which provides reinforcement for their learning.

The point of teaching language is not to hear what we want to hear when we want to hear it. We teach words to empower others to share their own thoughts, whatever and whenever they may be.

TAKEAWAYS FOR TEACHING YOUR DOG Model two-word phrases. Help your dog learn to combine words by talking in short phrases, and using your dog’s buttons as you talk. When your dog starts using single words frequently, be on the lookout for word combinations. Program words that your dog reacts strongly to. Are there any words that your dog waits around for you to say, or that you have to spell out so your dog doesn’t overhear your plans? If your dog understands a word, give her a chance to be able to say it too! Keep all words available for your dog to say. If you can’t say yes to what your dog is asking for, or if your dog is asking for the same thing over and over again, respond with “no,” “all done,” or “later” instead of taking your dog’s buttons away. Give your dog a chance to learn boundaries, and how frequently to ask for something. It takes time to learn the social rules of language.

TAKEAWAYS FOR TEACHING YOUR DOG Be prepared to support your dog if/when you need to change her device setup. Even if your dog has been independently using words for a while, she will need help from you to reach that stage again with words in new locations. Model words like crazy! Model words as often as you did in the beginning, when you were introducing each one. The more your dog sees each word in use, the better chance she’ll have to learn its new placement. Make communication as easy as possible. If you choose to keep all buttons on a single board, allow room for your dog to reach each word, walk around the board, or walk in between the rows. Give your dog a chance to learn. It can be tempting to revert to an old setup or to give up if you haven’t seen progress within a couple of days. Adjusting and relearning can take time. Give it at least a week or two before reassessing. Pay attention to your dog’s communication patterns. When your dog starts using words in similar ways to how she did before changing her setup, you’ll know she has reached the same level and is ready to progress even further.

TAKEAWAYS FOR TEACHING YOUR DOG Add names and other nouns. This can help your dog communicate more specific messages. Test out your dog’s vocabulary. Spend time using your dog’s buttons to try saying the common words and phrases you use. If you’re able to use her buttons to say a variety of common phrases, that indicates a solid vocabulary selection. Model three-and four-word phrases. When your dog starts combining words, keep modeling the next level up. A good rule of thumb is to add one word to whatever your dog said. This helps expand length of utterance. Use the stages of motor learning to help you. Know that it’s possible for your dog to be in the beginning stages of motor learning with some words, and automatic with others. Keep modeling and providing cues for the words that your dog is still learning how to say independently and automatically. Give wait time. When your dog has shown that she is capable of combining words, give her time to do so. Instead of reacting right away to a single word, wait five to ten seconds to see if she will add to her message. Communicating with AAC takes time. Give your dog a chance to finish her whole thought.

TAKEAWAYS FOR TEACHING YOUR DOG Give your dog transition time to adjust to a new board. Even if the words are all staying in the same relative locations, your dog may need time to adjust to a new board. You can make it easier on her by keeping her old board nearby for a little while until your dog claims the new one. Model emotion words when you see your dog exhibiting the emotion. When your dog is smiling, wagging her tail, jumping in circles, or playing at her favorite place, use these opportunities to model the word happy. When you can tell your dog is frustrated or upset, use these times to model the word mad. Avoid telling your dog when to say certain words. Constantly telling your dog “say outside” or “say good” will teach your dog to say what you tell them to say, not to use the buttons for what they are thinking. We are teaching our dogs how to use words, not training them to talk on command. Modeling and naturalistic cues are most effective.

TAKEAWAYS FOR TEACHING YOUR DOG Introduce time concepts to help your dog differentiate between something that already happened, is happening now, or will occur later. Model “now” in combination with what you are currently doing and “later” if you plan on doing a specific activity later in the day. If your dog says “now,” try as best you can to react quickly! Give your dog a way to say “all done.” Having words like “finished” or “stop” or a phrase such as “all done” gives your dog the power to say when she wants something to be done. Model “all done” at the conclusion of your dog’s activities to help her learn its meaning. Talk to your dog about what’s happening. I learned with Stella that if I told her what we were doing beforehand, she was less startled, and reacted more calmly to changes in her routine, or an activity that was different from what she requested. We are all more understanding when we know what’s going on.

When your dog is becoming more aware of your modeling, create communication opportunities within your routines When you see your dog noticing your modeling or noticing the buttons, turn your routine interactions into language-facilitating opportunities. The greatest cue we can provide is a long, silent pause to give the AAC user a chance to process what is happening and try exploring her words. When you see your dog communicate through a gesture or vocalization, stay quiet for at least ten to fifteen seconds. At the end of fifteen seconds, if your dog looks like she might be walking toward her buttons or is looking at them, continue staying quiet. If you have not seen an indication that she might try saying a word, add the next level of naturalistic cueing. Add naturalistic cues if necessary After you have already tried staying silent, you can try standing next to your dog’s buttons or pointing at them. Dogs respond to human gestural social cues as early as six weeks old! If pointing or standing near the buttons does not work, you can try tapping it with your finger or foot, not pushing it to activate it. You can also try adding an open-ended verbal prompt such as, “What do you want?” Avoid telling your dog exactly what to say or forcing your dog to push a button with their paw. This can cause prompt dependency and keep your dog from learning how to use words independently. If none of these prompts encourage your dog to try saying a word, simply model it again verbally and...

Provide positive praise when your dog tries to use their device If your dog approaches the device, sniffs it, paws at it, licks it, stares at it, be excited! Show your dog that you are proud that she is exploring and testing out the new object in her space. If your dog successfully pushes a button, respond to it! Even if you think it was accidental or she was just pushing it to explore, respond! Your dog will learn the meaning of the words by observing your reactions whenever she uses it.

Your dog only says words on your command, not spontaneously Stop using the verbal prompts you are giving immediately. Your dog has learned the pattern of waiting for you to give a cue, then saying a word rather than using the buttons on her own. Instead of asking “Do you want to go outside?” or saying, “Tell me outside,” simply say “outside” verbally and with the button before taking your dog out. When you notice your dog gesturing or vocalizing to go outside, provide subtle, naturalistic cues. Start with silently standing near the button or looking at it. Increase to pointing at it or tapping it if necessary. Remember to wait at least ten to fifteen seconds before adding a cue. Sometimes a long pause is all that is needed.