What is AAC and How Can it Help Support My Child’s Communication?

What is AAC?

Alternative or Augmentative Communication (AAC) refers to any forms of communication other than speech that help to supplement a person’s communication or to replace verbal communication when speech is difficult or not possible. AAC can support individuals in expressing their needs, thoughts, and emotions effectively. Many children benefit from AAC, not just children who have trouble accessing verbal speech, as it can provide visuals to support a child’s understanding of language, only serving to benefit their language and communication. 

Will AAC stop my child from talking?This is a common misconception and while a valid concern, it is not true. AAC does not prevent or delay speech development, and has actually been shown to often increase a child’s verbal language. It gives children another way to communicate while supporting their overall language development.

Different Types of AAC (And the pros and cons of each):

There are two different categories of AAC, low technology AAC and high technology AAC. An SLP can help you to identify which type of AAC is best for your child and family to suit your child’s needs. Having the most high-tech AAC device is not necessarily the ‘best’, and each child has their own needs and preferences which can take time to learn. 

Low Technology:

Includes:

• Gestures/signs

• Picture communication boards/books

• Writing tools

Pros of Low Technology:

• Easy to use and reliable – no batteries or technology needed.

• Inexpensive and easy to make or replace.

• Portable and lightweight.

• Minimal training or technical skills required to operate.

• Useful backup when high-tech devices fail or aren’t available.

Cons of Low Technology:

• Vocabulary can be more limited - It can be harder for people to express complex thoughts on low-tech AAC, and can be difficult to customise and add to as the child’s language grows. 

• Communication may be slower - Depending on the system, users may point, spell, or use gestures, which can take time to express their full message.

• It often requires someone else to interpret the child’s intended message if the communication partner isn’t familiar with the system

• There may be less privacy - communication often happens in view of others.

• Low-tech AAC can wear out or get lost (e.g., picture cards, boards).

High Technology:

Includes:

• AAC apps on tablets, smartphones or other devices

• Speech-generating devices (i.e., talkers)

• Text-to-speech systems

• Eye-tracking or head-tracking systems

Pros:

• High-tech AAC allows for a wide vocabulary and flexibility of language, and is easy to add to as the child’s language on the device grows. 

There is speech output - High-tech devices can talk and serve as the user’s ‘voice’. Many applications can also 

• High-tech AAC is customisable – Devices/applications can be adapted to the user’s language, voice, and needs. Some applications also allow recording songs/the user’s or caregiver’s voice to make it more personable to the user.

• High-tech AAC is efficient & users can communicate much faster. Many applications are designed to make communication as fast as possible, for example reducing the number of hits it takes to get to a desired button.

• They are accessible – High-tech devices support a variety of different input methods (e.g., touch, eye gaze, switches).

Cons:

• They can be expensive – Devices and software can be costly depending on the type of device/application.

• They require charging and maintenance. All members involved in 

• They can break or malfunction – not always reliable in every environment.

• They take time to learn and set up effectively.

How to Model AAC: 

Use AAC while you talk

Point to/press words on the AAC system as you say them out loud. You can talk in full sentences, but only need to model the key words in the sentence on the device (e.g., If you say “I want the ball” you might only select ‘want’ and ‘ball’ on the device). It should be able to seamlessly integrate into your daily routines with your child. The more language that is modelled to your child, the more they will learn to use it. 

Keep it simple

Model 1-2 key words at a time (e.g., “go,” “more,” “help”) even while you speak full sentences (for Gestalt Language Processors, model phrases or their ‘scripts’). More information specific to modelling language to GLPs will be provided on our website. 

Follow your child’s lead

Model words that match what your child is doing, watching, or interested in. Your child is more likely to want to communicate if the language modelled revolves around what they are wanting to talk about - get curious and wait to see what they are interested in, then model language around their interests to show them how they might communicate within their preferred activities.

Model during everyday routines

We know parents have busy lives, so AAC modelling shouldn’t feel like an additional task to remember to do. It should be able to seamlessly integrate into your family’s daily routines with your child. This includes modelling AAC naturally during mealtimes, play, bath time and getting dressed. The more language that is modelled to the child, the more they will begin to learn to use it. 

Don’t expect your child to imitate you

Modelling language is showing, not testing. Language learning should be enjoyable and not feel like they are being pressured to communicate. Your child can watch, listen, or try when they are ready, but there is no need to tell them to copy you, otherwise it can become less enjoyable for your child and may make your child less likely to want to communicate.

Keep the AAC available

Make sure the device or board is always within reach at home and in the community. The child’s parents, educators and members of their care-team should be across how to model language - AAC language-learning is a team effort!

Celebrate any communication

If your child uses gestures, looks, sounds, single words and AAC selections, all of these should be celebrated as any communication is the desired outcome. Your child may have a communication preference (i.e., using gestures rather than a device) and this is also important to follow and foster to support their overall communication.

Model feelings, questions, and comments (not just requests)

We often start by showing a child how to model requests on their AAC (e.g., I want pizza), but there are lots of other ways that we communicate outside of requests that are important to model as well (e.g., Questions (e.g., “Where is it?”), descriptions (e.g., “It’s shiny!”), comments (e.g., “like it!”) and protests (e.g., “Not that one”).

Model, Model, Model!

AAC is exactly like learning a new language - through lots of exposure over time. AAC takes time to learn. Children need lots of opportunities to see and experience AAC before they may begin using it independently. Don't be discouraged if your child doesn't use it straight away. The goal is to provide consistent modelling without pressure. Just like when a child learns spoken language, we can’t expect them to use their AAC unless we show them how to use it first. This means that they will need to have language on their AAC modelled to them repeatedly and in lots of different contexts before they are confident using it themselves. 

AAC can seem overwhelming, but your SLP can support you throughout the whole process and help you to figure out the best type of AAC for your child, and easy ways to model AAC that integrates into your daily life.

If you're wondering if your child might benefit from AAC, or need support with how best to use it, contact us to connect with one of our Speech-Language Pathologists (SLP) and get some individualized support!

Info@littlepeaktherapy.ca