October is AAC Awareness Month
Augmentative and Alternative Communication
October 6, 2023
Embedded Files
AACThis month’s blog is a nod to AAC awareness month. If you shrug your shoulders at this article, don’t tap out just yet… direct your gaze at the many ways we communicate everyday. You just may be surprised at some of the things we will point out.
What is AAC
AAC stands for Augmentative and Alternative Communication. Augmentative means to add to someone’s speech, and alternative means to be used instead of speech. The American Speech-Language Hearing Association defines AAC as “all of the ways that someone communicates besides talking... Some people use AAC throughout their life, while others may use AAC only for a short time” [1]. AAC types range from no-tech to high-tech. In fact, we all augment our communication every day through facial expressions 🤨, gestures 🤷♀️, and even emojis 😃.
Common Concerns about AAC and Some Evidence-Based Reassurance
“My child doesn’t need AAC because they can talk”
Is their communication independent and functional in a variety of places with different people? AAC allows speakers to communicate more clearly and independently, easily participate in social conversations, and expand their overall language and communication skills[2].
“AAC will make my child want to talk less”
Using AAC does not affect motivation to use spoken words, and can actually aid in the development of natural speech and language [10, 16, 18, 19]. A majority of AAC users (89%) demonstrated an increase in speech production [11, 17]. Using a speech-generating device with minimally-speaking autistic children resulted in an increase of spoken language compared to interventions that did not use a speech-generating device [8].
“My child has physical limitations that won’t allow them to access a system”
There are many ways to use AAC devices with physical limitations, such as eye gaze, big buttons, switches, joysticks, and lightpointers. Many can even be adapted to mobility assistance devices.
“My child is too young for AAC”
Early use of AAC can increase vocabulary for children ages 3 years and younger [15]. Infants and toddlers have actually demonstrated improved communication skills following AAC intervention [3].
“We need to get better control of my child’s behaviors before introducing AAC”
A dysregulated child can and still wants to communicate. AAC can help reduce challenging behaviors that may be caused by frustration or communication breakdowns [4, 5, 13, 14].
“My child is cognitively delayed”
Impaired cognition does not hinder communication [7]. AAC intervention actually helps children develop functional communication skills, promotes cognitive development, provides a foundation for literacy development, and improves social communication [5, 6].
“My child can’t read so they aren’t ready for it yet”
Reading skills are not a prerequisite for successful AAC use. AAC can provide the foundation and help make the transition to literacy [9].
“My child can’t use AAC until they understand cause and effect”
There are NO prerequisites for AAC.
Breathing is the only prerequisite that is relevant to communication. Breathing equals life and life equals communication. It is that simple. -Mirenda, 1993
When to consider AAC for Your Child
Late talking or not talking (not producing their first word by 18 months, less than 50 words by 2 years)
Not meeting language milestones (single words by 1 year and has 2-3 words, 2-word phrases by 2 years with at least 50 words, 3-word phrases by 3 years with at least 250 words, etc.)
Child is having difficulty expressing themself and getting needs met
Child is frustrated by not being understood
You are frustrated by trying to understand their communication attempts
Other caretakers do not understand child’s communication attempts
Child primarily uses other means to clarify what they are trying to communicate, such as pointing to pictures or objects, or taking you to what they want.
How to Get Started
A speech language pathologist is the best professional to help determine the right AAC system for your child. We trial multiple systems to determine the best fit. We also help train you, your child, and others to learn how to use it. Some AAC devices are covered by insurance, and your SLP will help you understand your options.
Contact us to schedule a free consultation with a Speech Language Pathologist and find out more about how AAC can help you!
References
American Speech-Language-Hearing Association. (n.d.). Augmentative and alternative communication (AAC). American Speech-Language-Hearing Association. https://www.asha.org/public/speech/disorders/aac/#about
Blischak, D., Lombardino, L., & Dyson, A. (2003). Use of speech-generating devices: in support of natural speech. Augmentative and Alternative Communication, 19, 29-35.
Branson, D. & Demchak, M. (2009). The use of augmentative and alternative communication methods with infants and toddlers with disabilities: A research review. Augmentative and Alternative Communication. 25 (4), 274-28.
Carr, E., & Durand, V. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111–126.
Drager, K., Light, J., & McNaughton, D. (2010). Effects of AAC interventions on communication and language for young children with complex communication needs. Journal of Pediatric Rehabilitation Medicine, 3(4), 303–310.
Goossens', C. (1989). Aided communication intervention before assessment: A case study of a child with cerebral palsy. AAC: Augmentative and Alternative Communication, 5(1), 14–26.
Kangas, K., & Lloyd, L. (1988). Early cognitive skills as prerequisites to augmentative and alternative communication use: What are we waiting for?. Augmentative and Alternative Communication. 4 (4), 211-221.
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 and Adolescent Psychiatry, 53(6), 635–646.
Light, J. & McNaughton, D. (2009). Accessible Literacy Learning: Evidence-based reading instruction for individuals with autism, cerebral palsy, Down syndrome, and other disabilities, DynaVox Mayer-Johnson, Pennsylvania, 2009.
Lüke, C. (2014). Impact of speech-generating devices on the language development of a child with childhood apraxia of speech: A case study. Disability and Rehabilitation: Assistive Technology, 11(1), 80–88.
Millar, D., Light, J., & Schlosser, R. (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 Hearing Research, 49, 248–264.
Mirenda, P. (1993). Bonding the uncertain mosaic. Augmentative and Alternative Communication, 9(1), 3-9.
Mirenda, P. (1997). Supporting individuals with challenging behavior through functional communication training and AAC: Research review. Augmentative and Alternative Communication, 13, 207–225.
Robinson, L., & Owens, R. (1995). Functional augmentative communication and behavioral change. Augmentative and Alternative Communication, 11, 207–211.
Romski, M., Sevcik, R., Barton-Hulsey, A., & Whitmore, A.. (2015). Early intervention and AAC: What a difference 30 years makes. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 31(3), 181–202.
Romski, M. A., Sevcik, R., Adamson, L., Cheslock, M., Smith, A., Barker, R., & Bakeman, R. (2010). Randomized comparison of augmented and nonaugmented language interventions for toddlers with developmental delays and their parents. Journal of Speech, Language, and Hearing Research, 53, 350-364.
Sedey, A., Rosin, M., & Miller, J. (1991, November). The use of signs among children with Down Syndrome. Poster session presented at the annual meeting of the American Speech-Language-Hearing Association, Atlanta, GA.
Wright, C., Kaiser, A., Reikowsky, D., & Roberts, M. (2013). Effects of a naturalistic sign intervention on expressive language of toddlers with Down syndrome. Journal of speech, language, and hearing research: JSLHR, 56(3), 994–1008.
Zangari, C., & Kangas, K. (1997). Intervention principles and procedures. In L. Lloyd, D. Fuller, & H. Arvidson (Eds.), Augmentative and alternative communication (pp. 235–253).
Page updated
Report abuse