AAC refers to methods of communicating that do not involve direct speech from an individual. These methods include gestures, facial expressions, writing, sign language, Morse code, communication aids (charts, informational bracelets, language boards), and electronic devices.

Individuals use AAC to enable them to better communicate. It allows individuals to share information, develop relationships, express feelings, ask questions, and make their needs and wants known. Individuals who use AAC devices may be nonverbal, have poor intelligibility, or may need visual cues to assist with verbalization.

No. In fact there is a decade of research that states AAC does not keep an individual from using or developing natural speech. Millar, Light & Schlosser (2006) reviewed previously published studies that, among other criteria, presented data on “speech production before, during and after AAC intervention.”

This review revealed that participants demonstrated the following with the introduction of AAC:

Increases in speech production—89%

No change in speech production—11%

Decreases in speech production—0%

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No. You can never be too young to enhance communication. AAC positively impacts language development, cognition, and literacy skills as well as participation in social, educational, and play environments which are all crucial to young children. AAC gives children with communication challenges the potential to expand skills necessary for productive lives. It will not negatively impact their development and can, in fact, enhance development of cognitive skills and play.

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A solution exists. There are a variety of ways that someone in this situation can make selections on an AAC device. This is often referred to as the selection method. Individuals who are not able to touch the device can use eye tracking or switch scanning as their primary mode of selection.

The belief that individuals must have certain cognitive skills before being able to use AAC likely comes from studying the way speaking children learn language. Kangas & Lloyd (1988) reviewed a variety of early language studies and found, at times, language skills appeared before the expected cognitive skills had been developed.

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