AAC - what is it and does my child need it?

Written By Rachel Terrell

What is AAC?

Augmentative and alternative communication (AAC) is an area of clinical practice that supplements or compensates for differences in speech-language production and/or comprehension, including spoken and written modes of communication. AAC falls under the broader umbrella of assistive technology, or the use of any equipment, tool, or strategy to improve functional daily living in individuals with differences in abilities and amount of support needed. (ASHA, 2022)

Low tech:

  • communication boards/books, objects , pictures, photographs, sign language, 3-D tactile symbols

Mid tech:

  • voice output devices with recorded speech (e.g., Go Talk, Tech Talk, voice output switch)

High tech:

  • computer/tablet/phone with communication software, text-to-speech software, texting, writing/typing with a tablet/computer/phone, dedicated speech generating devices


Who benefits from AAC?

AAC supports overall speech and language development, this means that E V E R Y child would benefit.

AAC is an especially tool for those with a difference in ability in speech, language and reading, and or writing that results in difficulty using oral speech to communicate in a variety of environments. These can be the result of congenital disabilities, acquired disabilities, or neurological disability, such as autism. 

AAC removes the demand placed on verbally responding to someone. It provides alternative ways to communicate, this means it’s wonderful for children with PDA- pathological demand avoidance.

Examples of individuals that may benefit from AAC include:

Developmental Apraxia of Speech (DAOS)

Developmental Disability

Genetic Disorders

Intellectual Disability

Autism

Brain Injury


Why use AAC?

  • Decreases frustration

  • Supports literacy growth

  • Supports social connection and rapport

  • Helps reduce learned helplessness

In true Rooted Therapies fashion, we distinguish AAC use from Neurodiversity affirming AAC use.

ND affirming speech therapists use AAC in a connection-based, play-based approach.

✨ Modeling the device without expecting the child to engage with it

✨ Providing children the opportunity to participate in sensory regulating activities

✨ Self advocate by modeling protests, negative feelings, emotions, and power phrases

✨ Comment on the environment to share joy

✨ Give them access to words they may be unable to successfully articulate

✨ Supports the way they learn language by customizing the device to their gestalts, preferred shows, songs and books.


People who use AAC describe the following benefits: 

  • Increased independence

  • Increased autonomy and decision making

  • Stronger relationships

  • More respect from others

  • Decreased communication breakdowns

  • Decreased overall frustration

  • Improved personal safety

  • Increase communication with medical partners


Common myths

“If my child uses AAC, then they will stop talking”

“My child is too young for AAC”

“My child already has a few words so they don’t need AAC”



Research based Facts

Research shows that AAC supports and enhances verbal speech

No one is too young for AAC

No one is too “low” for AAC

No one is too old for AAC

No one is “verbal” for AAC

No one is too motorically impaired for AAC

No one is too ANYTHING to trial AAC!



If you believe your child may benefit from AAC, complete our inquiry form on our Contact Page

GLP’s and Media

Many GLPs gravitate to media, as they can listen to it again and again, processing and storing the intonation-rich language that media often provides for later use. Some GLPs may even use media as a form of AAC using a section of a song or show to communicate their thoughts or make observations. When programming gestalt into AAC for a GLP, it will be important as it is for all GLPs to do the detective work and investigate the original source of the gestalt. Since gestalts are intonational-defined units, some "intonation babies" (GLPs) will need the original intonation from the audio source programmed into their device or have access to the media source for the gestalt

to resonate and express themselves as intended.


*Robust AAC supports language development now and offers the roadmap for communication independence in the future


References

Abrahamsen, A., Romski, M.A., & Sevcik, R.A. (1989). Concomitants of success in acquiring an augmentative communication system: changes in attention, communication, and sociability. American journal of mental retardation : AJMR, 93 5, 475-96 .

Iacono T, Trembath D, Erickson S. The role of augmentative and alternative communication for children with autism: current status and future trends. Neuropsychiatr Dis Treat. 2016 Sep 19;12:2349-2361. doi: 10.2147/NDT.S95967.

Prizant, B. M. (1982). Gestalt language and gestalt processing in autism. Topics in Language Disorders, 3(1), 16–23.

Prizant, B. M. (1983). Language acquisition and communicative behavior in autism: Toward an understanding of the “whole” of it. Journal of

Speech and Hearing Disorders, 48(3), 296–307. https://doi.org/10.1044/jshd.4803.296

Blanc, M. (2012). Natural language acquisition on the autism spectrum: The journey from echolalia to self-generated language.

Communication Development Center.

Blanc, M. (2004). “When Speech Gets Stuck,” Autism Asperger’s Digest, Sept/Oct.


Rachel Terrell
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