is aac right for my child?

Determining whether AAC (Augmentative and Alternative Communication) is right for your child depends on their specific communication needs and abilities. It can be beneficial for a wide range of individuals who cannot rely on oral speech for communication. If you are unsure, the research shows that it can’t hurt to try. However, be prepared to provide training and support for your child in using AAC in ALL communication environments. This may involve learning how to use AAC devices, modeling communication, and working closely with professionals and educators.

Here are some facts and common myths to consider when deciding if AAC is right for your child:

aac definition

Augmentative and alternative communication (AAC) is an intervention approach that uses tools and techniques to improve an individual’s  communication abilities.

What are the types of AAC?

  1. Unaided  – includes communication techniques such as pointing and gesturing that do not require an external tool
  2. Aided – includes the use of low-tech tools such as communication boards or high-tech tools such as speech generating devices (SGDs)

Who is AAC for?

This area of clinical practice addresses the needs of individuals who are at the earliest stages of communication and/or who are not using language meaningfully and fluently.

Myths

There are many myths about AAC that may affect the use of this communication modality. The purpose of this page is to help dispel 5 common myths based on available research.

myth #1

An AAC user will spontaneously start communicating without direct models and instruction.

FALSE!

Model all expected communication on the device in all settings BEFORE expecting to see AAC usage.

tips
  • Model, model, and more modeling! Show them how it works!
  • Assume that the child is trying to communicate something and respond!
  • Give children time to respond before helping.
adult and child sitting side by side looking at a communication device
tips
  • Expose users to symbols AND words.
  • Provide core words (e.g. “want”, “like”, “more”) that teach language functions like directing, commenting, and requesting.

myth #2

AAC will make children stop using verbal speech.

FALSE!

AAC will not take away the child’s motivation to speak. In fact, Schlosser & Wendt (2008) reported that a majority of studies revealed increases in speech production and none reported a decline.

tips
  • Don’t deny robust AAC to children with cognitive impairments.
  • Having a voice can facilitate communication as well as self-identity.

myth #3

AAC is only appropriate for children with certain skill sets.

FALSE!

Give ALL children an opportunity to use robust AAC to allow them to demonstrate what they know.

Tips
  • AAC needs to be introduced before communication failures occur. 
  • Don’t wait till children are older to start AAC because you are missing out on a critical period of language development.

myth #4

Children need to be older to start AAC modeling and instruction.

FALSE!

Young children that are just developing communication skills can benefit from AAC to prevent delays in development.

myth #5

You can discontinue the use of AAC as soon as basic needs are met at home with familiar listeners.

FALSE!

The use of AAC needs to be encouraged in ALL environments with ALL communication partners until the user is proficient in communicating. 

tips
  • Continue AAC instruction so the user can communicate wishes and desires with familiar AND unfamiliar listeners.
  • As quality of speech improves, some users may only need it with unfamiliar listeners or when communication breakdowns occur.