Parents are often asked one blunt question: ‘Does your child speak?’ Real communication is much richer. A child may understand more than they can say, speak in some moments but not others, or communicate clearly without speech.
- AAC can include gestures, signs, pictures, boards, typing and speech-generating devices.
- There are no prerequisite skills a person must prove before AAC is considered.
- The right communication tools should be available throughout the day.
Start with what the child is already saying
Look for reaching, turning away, bringing an object, movement, facial expression, sounds, repeated language, pictures, typing and speech. Communication can say ‘yes’, ‘no’, ‘help’, ‘again’, ‘stop’, ‘I know’, ‘I need a break’ or simply ‘look at this with me.’
Responding to these messages shows the child that communication works. We can still help them develop new ways to communicate without dismissing the ways they use now.
AAC is a toolbox, not one machine
Augmentative and alternative communication, or AAC, includes unaided forms such as gestures and signs, and aided forms such as picture boards, alphabet boards, tablets or speech-generating devices. Many people use more than one method.
AAC may add to speech or provide another route when speech is unreliable or unavailable. The aim is access to communication, not making a child look less autistic.
Do not make a child earn a voice
ASHA states that there are no prerequisites for AAC. A child does not need to reach a certain age, prove understanding or fail at speech first. Assessment should consider the person’s needs, abilities, settings, culture and preferences.
A qualified speech and language professional can help explore options. The person who uses the system, and the people who know them well, need a real say in what is chosen.
Keep communication available
A communication system locked in a cupboard, left at school or taken away during distress cannot do its job. Useful words include more than requests: refusal, pain, people, feelings, questions, humour, interests and whatever matters to that person.
Give time. Model the system without turning every interaction into a test. Assume the message is worth waiting for, even when you are not yet sure what it is.
Questions you can take with you
To a doctor, school meeting, therapist — or simply a quiet conversation at home.
- How does this child already say yes, no, stop and help?
- Is their communication available in every important place?
- Can they say more than make requests?
- Who is listening to what they prefer?
The guidance underneath this guide
Augmentative and Alternative Communication practice portalAmerican Speech-Language-Hearing AssociationAugmentative and Alternative Communication: public guideAmerican Speech-Language-Hearing AssociationGeneral information, not individual medical advice. A qualified professional can help with your child’s particular situation.