Alternative Augmentative Communication (AAC)

Everyone has the right to communicate to the fullest extent possible. The role of the Speech-Language Pathologist is to:

• recognize the needs and interests of individuals who may benefit from AAC

• implement a multimodal approach to enhance effective communication that is culturally and linguistically appropriate

• facilitate individual's use of AAC to promote and maintain their quality of life

• advocate with and for individuals who can or already do benefit from AAC, their families, and significant others to address communication needs and ensuring rights to full communication access

AAC can be as simple as a Picture Exchange communication system (PECS) to as complex as a high-tech text to speech software such as CoughDrop.

AAC includes the use of pictures, sign language, and gestures.

How can you best help your child?

• model using their device - show them how you would use it to communicate functional messages

• try to use Core vocabulary - words that apply to many different situations. Core vocabulary includes words such as: go, in, on, under, help, more, no, stop, out, and done

  • check out this website for an interactive experience on using only core words to communicate

• create communication opportunities as often as possible! Waiting is a powerful tool - stop and wait after you ask your child a question. Try to create a situation where they have to use their device to request, comment, or ask a question.

So where do we start when working with a child who is learning an AAC device? We treat them just the same as verbal language learner! Any and all of the activities featured on the language page can be adapted for children using alternative communication. You may need to change the complexity to fit your child's needs, and they may need a little bit more help or hands-on support. They are learning language the same way our verbal communicators learn it, just in a different medium.

Some of my favorite lessons for AAC users includes the Core Word of the Week program, developed by Jenna Rayburn Kirk, with materials found for sale on TeachersPayTeachers. Her curriculum is designed to teach those important and versatile core words in a format that emphasizes hands on learning in naturalistic environments with supports to caregivers and teachers.

Other activities I do frequently with these young learners revolve around activities of daily living - ADLs. For example, I might dedicate a couple sessions to washing your hands - the sequence, the vocabulary involved, questions they may need to ask or answer, when and why we wash our hands. It is important to use these lessons with visual schedules and pictures paired with printed words to give your child as much room for success as possible (and to keep them engaged!).

Check out the resources below for more information and activities to do with your young language learner: