COMMUNICATION
Ways AAC can improve communication
There are multiple benefits of using AAC. In addition
to giving the user means of expressive language,
AAC enhances receptive language, reduces frustra-
tion and behavior problems, empowers the child,
facilitates social interactions, supports learning and
cognitive skills, and increases overall enjoyment and
engagement in life.
municate. AAC systems have multiple components
and may include any of the following: symbols, signs,
gestures, some spoken words, a visual schedule, a
core language board, and speech-generating devic-
es. The systems can be unaided—sign language and
gestures—and aided—picture cards, photos, visual
schedules, and speech generating devices.
A child learning to communicate with the aid of AAC
requires access to core and fringe vocabulary that is
ever expanding and growing with new opportuni-
ties. Core vocabulary consists of words used to com-
municate 80 percent of everything we say, including
words such as go, want, I, here, there, it, this, that, on,
help, where, all, stop. The larger portion of the vocab-
ulary, used about 20 percent of the time, is fringe
vocabulary more specific to the user and particular
situations or activities. Examples include family and
teachers’ names, places the user goes, or favorite
food, drinks, or activities. For a child to learn to be
a functional communicator, he/she requires access
to a robust language system that allows him/her
to formulate grammatically correct utterances that
include nouns, verbs, descriptors and prepositions,
and vocabulary necessary to engage in authentic
communication. The vocabulary has to be personal-
ly relevant, meaningful and motivating.
A child in need of AAC always requires appropriate as-
sessment, which includes determining the right fit re-
garding tools, devices, and strategies. Assessment is an
on-going dynamic process that needs to include ev-
eryone involved in the child’s life—family, school team,
and outside therapists. The various skills that need to
be examined and baselined include receptive and ex-
pressive language as well as motor and visual skills.
The AAC plan and goals evolve with the child’s
progress. New vocabulary is introduced, taught,
and programmed onto the device to reflect the ev-
er-changing needs and meet the demands of the en-
vironment. The long-term goal of attaining indepen-
dent, spontaneous communication is a process that
may involve learning the meanings of words, com-
bining words to make phrases and sentences, and
learning the multiple functions of language that in-
clude requesting, social etiquette, information shar-
ing and seeking, answering questions, commenting,
and protesting.
The child needs to have access to a robust language
system that allows him/her the opportunity to ex-
plore and experiment with the vocabulary just as a
typically developing child experiments with spoken
language. For children using speech-generating de-
vices, the device needs to be charged and available
at all times in all settings, including home, school,
and community.
A separate iPad designated strictly for communication
is preferred as it eliminates any distractions or temp-
tations to access other apps. Having a backup, such
A child learning to communicate with the aid of AAC requires
access to core and fringe vocabulary that is ever expanding and
growing with new opportunities.
22 | Autism Parenting Magazine | Issue 71