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TACPAC is a sensory communication resource using touch and music. TACPAC helps people with sensory impairment, developmental delay, complex learning difficulties, tactile defensiveness, and limited or pre-verbal levels of communication to communicate effectively with a trusted person. Downloadable resources offer guidance on getting set-up, how to organise your space and sensory objects, and how to use the objects and strategies to enable communication. An app is also available to make this process easier, and there are different levels of training courses available.
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Who is this resource designed for?

This resource is suitable for children with: ASC, Speech, language + communication difficulties, Intellectual disability, Acquired brain injury

Age Group: 1 - None

Intended outcome(s): Build communication skills and strategies for people of any age with limited or pre-verbal communication

Does this resource also support student health/wellbeing? No

Developed by: TACPAC company

This resource is: PAID FOR

Resource Delivery

Resource type: Communication Aid

Resource delivered by: Anoyone

Training required: Course

Notes on training: Different levels of training are available depending on the experience with TACPAC. For example, after using this resource for 6 months, the advanced course is recommended.

Evaluations

Has this resource been co-developed with the community? Unclear

Educator
score

6.0

Evidence
rating

6.0

Educator Appraisal

IN-Hub teacher evaluation Charlie Kelman gives her evaluation of TACPAC, by TACPAC Company. Here is a summary of what Charlie thinks: “TACPAC is a sensory communication resource which uses touch and music. I liked that it would be useful for people with sensory processing and communication issues, as well as it placing the teacher and pupil on an equal playing field. I didn't like the cost as well as that it's quite abstract so would take time to adjust to the concept.”

Evidence Rating

TACPAC has experts with many years of experience in education, psychotherapy, music and complex needs behind its development, and is well received by school staff, clinicians and parents. However, the evidence largely consists of case studies which use qualitative data and feedback to explore the usefulness, but not effect, of TACPAC.