In last month’s column, we examined speech and language development in young children. For some children, the development of spoken language never occurs or is so delayed that it significantly impacts the child’s ability to communicate. Our ability to communicate is important for safety and survival, but communication is the key to forming relationships with family and friends. There are many ways to communicate without speaking, and children with complex communication needs benefit from these forms of alternative and augmentative communication (AAC).
What is AAC?
Alternative and augmentative communication is a broad term that refers to various ways individuals can communicate without talking. Gestures, body language, facial expressions, and sign language are considered unaided forms of AAC. There are also a variety of low-tech and high-tech AAC tools. Some individuals with AAC needs communicate by selecting photographs, symbols, or words presented individually or on printed communication boards. Others may activate single-message buttons that play pre-recorded messages. Some individuals with complex communication needs may use a high-tech speech-generating device. A few examples of speech-generating devices can be found at the following links: AssistiveWare, PRC-Saltillo, and Tobii-Dynavox. Young children with complex communication needs often use a combination of no-tech, low-tech, or high-tech AAC across different settings.
Parents may feel overwhelmed when weighing the sheer number of options available to address their child’s communication needs. It is important that parents work with their child’s speech-language pathologist and other members of the educational team to evaluate their child’s AAC needs. The team will consider a variety of variables including your child’s vision, hearing, and motor skills when determining which AAC options best match your child’s strengths and needs.
Who Benefits from AAC?
Individuals of all ages may have AAC needs. Some individuals never develop spoken language; while, others lose the ability to speak due to injury or illness. For these individuals, AAC replaces spoken language and represents their main mode of communication.
Individuals with limited verbal speech may utilize AAC to supplement their spoken language. These individuals may use verbal speech for short responses, but turn to AAC when they need to communicate longer messages. Likewise, some individuals who have difficulty with speech production may use AAC to support their speech when others may not understand what they are saying. Still others who use AAC may feel comfortable using verbal speech in some familiar settings, but due to debilitating anxiety may rely upon AAC to communicate in other social settings.
It is not surprising that some parents express concerns about their child using AAC. Some parents worry that the use of AAC will inhibit their child’s verbal speech development. Evidence shows that AAC use actually has a positive impact on speech development for many children with emerging verbal speech. Other parents worry that AAC use will stigmatize their child and negatively impact peer relationships. Effective implementation of AAC has been shown to enhance expressive- and receptive-language skills resulting in improved social interactions with peers.
How Parents Can Help?
If you suspect that your child may benefit from AAC, you should reach out to your child’s speech-language pathologist or educational team. The team will evaluate your child’s needs and conduct trials with different types of AAC supports. As a parent, you may be asked to try out these AAC tools at home and provide feedback to the team.
Children are exposed to thousands of hours of oral language models as they listen to those around them speak. Likewise, young children learning to use AAC need to see teachers, parents, and caregivers modeling the use of AAC throughout the day. To learn more about supporting AAC use at home, you may inquire about AAC training provided by your local school district or visit with your child’s speech-language pathologist. There are also many free or low-cost online training opportunities for parents. The Angelman Syndrome Foundation has a free Communication Training series specifically designed for parents and families. This series of recorded webinars covers a variety of topics on AAC implementation.
Humans communicate for a variety of reasons—to make requests, to reject items or actions, to share opinions, to ask questions, and to participate in social exchanges. All individuals deserve a reliable means of communication. Without the ability to communicate, many young children may express themselves by acting out or misbehaving. For individuals with limited or no verbal speech, AAC gives them a voice that deserves to be heard.
References and Resources
Angelman Syndrome Foundation. (n.d.) Communication training series. Retrieved February 13, 2021 from https://www.angelman.org/resources-education/communication-training-series/
AssistiveWare. (n.d.). Modeling: Use AAC to teach AAC. Retrieved February 13, 2021 from https://www.assistiveware.com/learn-aac/start-modeling
Center for Literacy and Disability Studies. (n.d.). Project core. Retrieved February 13, 2021 from http://www.project-core.com/about-project-core/
Pediatric Therapy and Learning Center. (n.d.). Augmentative-alternative communication Parent information. Retrieved February 13, 2021 from http://pediatrictlc.com/dev/wp-content/uploads/2015/02/AAC-Parent-info-and-Myths-PDF.pdf
Pyramid Educational Consultants. (n.d.). Picture Exchange Communication System (PECS)®. Retrieved February 13, 2021 from https://pecsusa.com/pecs/
Speech and Language Kids. (n.d.). Parents’ and teachers’ guide to getting started with AAC. Retrieved February 13, 2021 from https://www.speechandlanguagekids.com/teach-your-child-to-use-an-aac-device/
Zangari, C. (n.d.) Praactical thinking. Praactical AAC. Retrieved February 13, 2021 from https://praacticalaac.org
Dr. Krislyn Carlson is a K-5 special education teacher with the Beresford Public School District. She has twenty-two years of experience teaching special education at the elementary and middle school levels. Krislyn obtained her doctorate degree with an emphasis on special education and administration from the University of South Dakota. Current interests include adapting literacy and language instruction for students with significant cognitive disabilities and complex communication needs.