top of page
Search

How Can Augmentative and Alternative Communication (AAC) Help My Child Communicate?

Writer: Kurliand Speech Clinic
Kurliand Speech Clinic
Sep 25
4 min read

For children who have difficulty communicating using speech alone, Augmentative and Alternative Communication (AAC) can provide additional ways to express their wants, needs, thoughts, and feelings. AAC can be used alongside spoken language or as an alternative way to communicate.


AAC includes a wide range of communication methods. Unaided AAC includes communication methods that do not require equipment, such as gestures, facial expressions, and manual signs. Aided AAC uses external tools, such as communication boards, pictures, photographs, and electronic devices or tablet-based communication apps (Berenguer et al., 2022). Some electronic AAC systems are speech-generating devices (SGDs), which produce spoken words or messages when a child selects symbols on the device.


AAC may be helpful for children with Autism, developmental disabilities, speech and language delays, or other communication needs who have difficulty relying on speech to communicate effectively (Crowe et al., 2021; Thiemann-Bourque et al., 2018).


What Can My Child Communicate Using AAC?


AAC can provide children with a reliable way to communicate a variety of messages throughout the day. A common use of AAC is to help children request or protest. For example, a child might use pictures, symbols, signs, or a speech-generating device to communicate messages such as “help,” “more,” “hug,” or “no.”


Having an accessible way to make requests and express preferences can give children more opportunities to communicate their needs and make choices during everyday activities (Elmquist et al., 2025).


However, AAC is not only for requesting. Children can also use AAC to comment, answer questions, express feelings, participate in conversations, and interact socially with others (Edgar et al., 2024). For example, during play, a child might use their communication system to say something is “funny,” comment on a toy, or communicate that they are “happy” or “mad.”


How Can Parents Support AAC Use at Home?


Parents and caregivers play an important role in helping children learn how to use AAC. One strategy that can be used at home is aided language modelling. This involves speaking to the child while simultaneously selecting words or symbols on their AAC system (Chazin et al., 2021).


For example, while blowing bubbles, a parent might say “more bubbles” while selecting the corresponding words or symbols on the child's communication device. This gives the child an opportunity to see how their AAC system can be used to communicate naturally during everyday interactions.


Parents do not need to wait for a child to use their AAC system independently before modelling it. Consistently showing a child how their communication system works can help them understand that AAC can be used for many different purposes.


When Can AAC Be Used?


AAC can be incorporated into many everyday activities, including:

  • Play: commenting, requesting toys, and taking turns

  • Mealtimes: making choices, requesting food or drinks, and indicating “more” or “finished”

  • Book reading: answering questions, commenting, and identifying pictures

  • School: participating in classroom activities and communicating with teachers and peers

  • Daily routines: asking for help, making choices, and expressing preferences

  • Social interactions: greeting others, answering questions, and sharing thoughts or feelings


AAC works best when a child's communication system is individualized to their needs and available across different environments and communication partners (Berenguer et al., 2022).


Does Using AAC Prevent a Child From Talking?


A common concern among parents is whether introducing AAC will prevent their child from developing spoken language. AAC is designed to support communication, rather than discourage speech. For children who are able to develop or continue developing spoken language, AAC can be used alongside speech to provide additional communication support.

The specific AAC approach will depend on each child's communication abilities, needs, preferences, and goals. A speech-language pathologist (SLP) can help families determine which AAC strategies and systems may be appropriate and can provide guidance on how to use them during everyday activities.


AAC Speech Therapy in Vaughan, Ontario


If your child is having difficulty communicating using speech alone, an AAC assessment with a speech-language pathologist can help identify communication strategies and supports that may be appropriate for your child.


At Kurliand Speech Clinic, our speech-language pathologists provide speech and language services for children and families in Vaughan, Woodbridge, Maple, Whitchurch-Stouffville, and surrounding areas of York Region. We can help families explore AAC options and develop strategies for supporting communication at home and in other everyday environments.


If you are looking for AAC speech therapy in Vaughan, Ontario, contact Kurliand Speech Clinic to learn more about how we can support your child's communication development.


Citation

Berenguer, C., Martínez, E. R., De Stasio, S., & Baixauli, I. (2022). Parents’ perceptions and experiences with their children’s use of augmentative/alternative communication: A systematic review and qualitative meta-synthesis. International Journal of Environmental Research and Public Health, 19(13), 8091. https://doi.org/10.3390/ijerph19138091

Chazin, K. T., Ledford, J. R., & Pak, N. S. (2021). A systematic review of augmented input interventions and exploratory analysis of moderators. American Journal of Speech-Language Pathology, 30(3), 1210–1223. https://doi.org/10.1044/2020_AJSLP-20-00102

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/s10882-021-09790-0

Edgar, T. C., Schlosser, R. W., & Koul, R. (2024). Socio-communicative behaviors involving minimally speaking autistic preschoolers and their typically developing peers: Effects of an augmentative and alternative communication intervention package. Journal of Speech, Language, and Hearing Research, 67(11), 4466–4486. https://doi.org/10.1044/2024_JSLHR-24-00210

Elmquist, M., Crowe, B., Wattanawongwan, S., & Reichle, J. (2023). Caregiver-implemented AAC interventions for children with intellectual or developmental disabilities: A systematic review. Review Journal of Autism and Developmental Disorders, 12(2), 290–310. https://doi.org/10.1007/s40489-023-00394-2

Thiemann-Bourque, K., Feldmiller, S., Hoffman, L., & Johner, S. (2018). Incorporating a peer-mediated approach into speech-generating device intervention: Effects on communication of preschoolers with autism spectrum disorder. Journal of Speech, Language, and Hearing Research, 61(8), 2045–2061. https://doi.org/10.1044/2018_JSLHR-L-17-0424

 
 
 

Comments

bottom of page