While we are all exposed to AAC every day (e.g., road signs, symbols for public washrooms, flashing lights on our dashboards), there are common myths and perceptions about what AAC means for supporting language and communication development in children.
Let’s jump into some of the myths that exist and break them down to show how AAC can be an amazing tool in your child’s communication toolbelt.
Myth: AAC is only for non-speaking individuals
There is no limit to who can use AAC in their day-to-day communication, including those who communicate using spoken language. These tools can be used to build on other skills, for example, to support children who use a few spoken words in learning to expand their vocabulary and to build longer sentences. AAC can also support individuals who are dysregulated or otherwise not feeling their best to continue sharing their wants, needs and ideas, even if speaking is not available to them in a given moment. AAC can also be helpful for those who are difficult to understand due to a range of physiological factors (e.g., speech sound, voice, or motor differences), so that their messages are still received by all their communication partners.
Myth: Using AAC will hinder the development of spoken language for my child
Many people fear that the introduction of AAC, especially a speech-generating device such as an iPad with a dedicated communication application, will stop their child from learning spoken language. This is not the case! Research suggests that the use of AAC does not prevent verbal expression and may even increase its use in some individuals (Millar et al.). AAC not only provides an alternative way of sharing and understanding messages but also offers increased models of new words.
Myth: My child needs to physically follow my model on AAC to show they are learning
We can often accidentally pressure ourselves and our children into having unrealistic expectations of the use of AAC. When using these tools, we have to remember that AAC functions like an individual’s voice; we cannot force them to use it. Instead, we want to create opportunities for children to learn the meaning and value of their AAC and to be self-motivated to use it! While the goal of introducing AAC is that children will seize opportunities to use the tools themselves, they can show their attention in many other ways, including through the direction of their gaze, position of their body, movements or repetition of movements as well as their actions.
Myth: My child will just play with AAC and will not use it functionally.
Children will often explore AAC when it is first introduced, touching, looking and even listening to words repeated over and over in voice output technology. This is part of a natural progression of development and can be celebrated as part of the exploration and learning process! Much like we see babies babble, children may explore different sounds, combinations and words on their AAC as they discover this new means of interacting with the world. Supporting the teaching and use of AAC should include lots of modelling of functional ways to use this means of communication, while encouraging joyful connection and exploration.
Myth: There are prerequisites to using AAC, and my child needs to prove they are ready
There is no starting requirement to using and communicating with AAC. We use a variety of AAC every day! Many of the skills previously thought necessary to start use of AAC (e.g., joint attention, understanding symbols or pictures represent real items or actions) can be built with its use. When working with your SLP, they may have recommendations for types of AAC that could be most supportive for your child with specific considerations for their needs. Regardless of what AAC tools are used, it is important to remember that all people deserve access to communication, no matter their current skill set.
When we use the approach of presuming competence, we remember that everyone has the ability to learn, grow and develop, including in their understanding and use of communication tools!
Jane Woodworth, SLP-(C), Reg, CASLPO
References:
Augmentative and Alternative Communication (AAC). ASHA. https://www.asha.org/public/speech/disorders/aac/?srsltid=AfmBOooVvngCrtrZJkMS9fMW8nJjkmUyZALfhsArPrzhRkNJ0VkdqrU5
Crowe, B., Machalicek, W., Wei, Q., Drew, C., & Ganz, J. (2021). Augmentative and Alternative Communication for Children with Intellectual and Developmental Disability: A Mega-Review of the Literature. Journal of Developmental and Physical Disabilities, 34(1), 1–42. https://doi.org/10.1007/s10882…
Donaldson, A. L., Corbin, E., & McCoy, J. (2021). “Everyone deserves AAC”: Preliminary study of the experiences of speaking autistic adults who use augmentative and alternative communication. Perspectives of the ASHA Special Interest Groups, 6(2), 315–326.
Kremkow. Busting Myths About Augmentative and Alternative Communication. https://www.elmhurst.edu/blog/busting-myths-about-augmentative-and-alternative-communication/
Millar, D. C., Light, J. C., et al. (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://apps.asha.org/EvidenceMaps/Articles/ArticleSummary/48f75b.
What is AAC. Tobiidynavox. https://www.tobiidynavox.com/pages/what-is-aac
