Augmentative and Alternative Communication (AAC)

Image from: https://liberator.net.au/news/when-should-we-start-using-high-tech-aac.html

A little bit about AAC…

Augmentative and alternative communication (AAC) is any way we communicate that doesn't involve talking. AAC can help people who have a difficult time talking, understanding, or being understood communicate more clearly. AAC ranges from simple, or "light tech," to complex and "high tech." My father, who has a hearing loss, might ask someone to write on a piece of paper in a noisy restaurant so that he can understand what they are saying to him. A child who has a hard time learning to talk might use an app on an iPad and press buttons to ask for what they want.

As it relates to children, AAC might be recommended for children who have a difficult time learning to talk for a variety of reasons, including autism, cerebral palsy, or childhood apraxia of speech. A speech-language pathologist (SLP) is the professional most qualified to evaluate, recommend, and implement AAC with your child, because SLPs have specific training in child language development and AAC. I have specific additional training and experience in AAC and have worked with many children who use AAC.

Common AAC myths

Myth: Teaching a child to communicate with AAC will hinder verbal communication.

Fact: Research suggests that children who use AAC may increase their use of verbal speech or sounds (Millar, Light, & Schlosser, 2006; Kasari et al., 2014).

Myth: A child must do certain skills to show that they are “ready” for an AAC device.

Fact: We now know that there are no prerequisites that a child needs before they can learn to use a device. Children can actually learn early communication skills, like turn taking, joint attention, and eye contact, as they learn to use the device.

Myth: You can put an AAC device in front of a child and they will figure out how to use it on their own.

Fact: Learning how to use AAC is like learning a new language. Would you reasonably expect to learn French if you had never heard the language before? No way! So we cannot reasonably expect a child who cannot yet read or talk to figure out how to speak using a new AAC device. I always work closely with families and the child’s ABA therapists to teach implementation of a device.

Myth: A child can easily switch from one device to another.

Fact: Switching to a new device would be like learning another new language. It is easier to learn a new language if you already have a first language, so your child won’t be starting from scratch, but switching devices or vocabulary sets when a child has emerging use or proficiency with a device creates undue frustration and confusion. It’s not unheard of for a school speech-language pathologist or teacher to recommend switching to a device that the school staff is more familiar with. But let’s consider who will have an easier time learning an unfamiliar device — an adult or a minimally verbal child with autism.

Myth: If I show my child what to say on the device and they don’t copy me, the device isn’t working.

Fact: A child usually says their first word around one year old. So, after having heard their language for a full year, they finally say a word. Sometimes children who use AAC devices follow similar trajectories. They may need to hear (and see, through you modeling words on the device) you speak with the device for a long time before they learn to use it to speak themselves. Teaching AAC takes a lot of modeling and patience.

Do you have more questions about AAC? Wondering if AAC is right for your child or curious about how to teach your child to use their AAC device? Contact me or schedule a free consultation now.

References

Millar Diane C., Light Janice C., & Schlosser Ralf W. (2006). The Impact of Augmentative and Alternative Communication Intervention on the Speech Production of Individuals With Developmental Disabilities: A Research Review. Journal of Speech, Language, and Hearing Research, 49(2), 248–264. https://doi.org/10.1044/1092-4388(2006/021)

Kasari, C., Kaiser, A., Goods, K., Nietfeld, J., Mathy, P., Landa, R., Murphy, S., & Almirall, D. (2014). Communication Interventions for Minimally Verbal Children With Autism: A Sequential Multiple Assignment Randomized Trial. Journal of the American Academy of Child & Adolescent Psychiatry, 53(6), 635–646. https://doi.org/10.1016/j.jaac.2014.01.019