The Power of AAC & Total Communication
- Tamara Gonzalez-Scheulov
- Oct 11
- 9 min read
Updated: 5 days ago
Communication is more than words. It’s gestures, facial expressions, sounds, signs, pictures, and movement. Before children learn to talk, they need a way to connect, express themselves, and participate in interactions.
For some children, speech may come later or may not yet be their strongest way to communicate. That’s why many speech-language pathologists use a Total Communication approach, which values all the ways a child can communicate.
Total Communication encourages the use of spoken words, signs, gestures, pictures, and Augmentative and Alternative Communication (AAC) together, so children can share their ideas and be understood, no matter how their communication develops.
What Is AAC?
Augmentative and Alternative Communication (AAC) is a system for people with limited speech to communicate. AAC gives individuals a way to express wants, needs, thoughts, and feelings long before, or alongside, spoken language.
AAC can be low-tech or high-tech, and both types share the same goal: to give children access to meaningful, flexible words that support communication across everyday settings.
Low-Tech AAC:
Printed core boards, picture books, or laminated visuals that can be pointed to during routines, play, or therapy sessions.
High-Tech AAC
Speech-generating devices and tablet-based apps that allow children to select and speak words through technology.
Why Use AAC?
AAC gives children a way to communicate before, during, and while speech is developing.
AAC reduces frustration, encourages interaction, and builds confidence by giving children a reliable way to share their thoughts, even if speech isn’t yet available or easily understood. AAC also supports the development of receptive (understanding) and expressive (speaking) language.
What the Research Shows:
Evidence from decades of research supports the use of AAC as an effective and developmentally appropriate intervention.Evidence from decades of research supports the use of AAC as an effective and developmentally appropriate intervention.
Studies show that the use of AAC enhances vocabulary growth, sentence length, and social communication.
AAC use has been linked to increased spoken output and reduced behavioral frustration in both minimally verbal and verbally emerging children.
Early introduction of AAC, even in toddlers, supports natural language development by giving children consistent access to language and interaction opportunities.
Aided Language Modeling
Aided Language Modeling (ALM), also called Aided Language Stimulation or Aided Language Input, is one of the most effective ways to teach children how to use their AAC system.
It simply means that when you talk to your child, you also point to or select the same words or symbols on their AAC system, whether that’s a printed board or a high tech speech generating device. For example: When you say, “Let’s go outside,” you can also point to GO on the board or tap it on the device.
Tips for Using Aided Language Modeling
Aided Language Modeling is most powerful when it becomes part of your daily routines, not something that only happens during “therapy time.” The goal is for your child to see and hear language modeled in real, meaningful contexts throughout the day.
Make low-tech boards accessible.
Laminate and make duplicates so you can keep one in each key location. Keep printed core boards in places where you naturally interact with your child , such as on the fridge, near favorite toys, by the highchair, or in the car.
The more visible the board, the easier it is to model language in the moment. When you model words across different environments, your child learns that communication is something that can happen anywhere.
Core Word of the Week
Pick one or two core words that fit easily into your daily routines, like GO during play or MORE during snack time, and model them often. This type of focused stimulation helps your child notice patterns and connect the word, symbol, and meaning.
This doesn’t mean limiting access to the rest of the core board. Keep the full board visible and available so your child can explore all the words whenever they want. The goal is to highlight a few key words each week while keeping communication open and flexible.
Model frequently and naturally.
The more your child sees and hears words modeled, the better they understand how language works. Don’t worry about “perfect timing” or “using it right.” What matters most is that your child watches you communicate using their AAC system during real, shared moments.
For example, during playtime, you can say and point to GO , STOP, TURN or MORE. During routines, you can say and point to HELP, ALL DONE, MORE, TURN.
Model Words in the Here and Now
Children learn language best when it’s connected to real experiences in the here and now. Use your voice, gestures, and facial expressions to show what a word means in the moment.
For example, say and point to HELP while opening a snack bag, model SAD or MAD when your child is crying, or point to FUNNY or HAPPY while laughing together.
Linking words to emotions and actions in real time helps your child understand that language is meaningful and connected to what’s happening around them.
Create Meaningful and Engaging Activities
Turn everyday routines and playtime into natural opportunities to model core words through engaging activities. These everyday routines and engaging activities make core word learning fun and functional, helping children connect words to real experiences.
See How to Bring AAC into Play and Daily Routines
Make AAC Accessible
Keep all AAC systems. low-tech and high-tech, out, visible, and ready to use throughout the day. When boards and devices are always within reach, it’s easier to model language in real moments.
The more children see AAC being used, the more likely they are to use it themselves.
Don’t Require Imitation.
It’s okay if your child doesn’t copy you right away. The purpose of modeling is to give your child rich, consistent input. Over time, they’ll begin to explore and use the system on their own. Think of it like language exposure - we don’t expect babies to say “milk” the first time they hear it. They need many experiences of hearing the word paired with the real thing before they try to say it themselves. AAC works the same way.
Respond to All Communication Attempts.
When your child points, gestures, vocalizes, or initiates a bid for joint attention like walks up to show you something, respond as if it’s a meaningful communication. Then model the word for what they’re trying to say. If your child looks at the snack shelf, you might model WANT or EAT. If they hand you a toy, you can model PLAY or HELP.
Your response shows that their message matters and encourages more attempts to communicate.
Celebrate Progress - Even Small Steps.
Every time your child looks at a symbol, points to one, or reacts when you model, they’re learning. Celebrate these moments! Keep the experience positive, playful, and pressure-free.
The more your child feels understood and successful, the more they’ll want to communicate.
Be Patient and Don’t Give up Too Soon.
Learning to communicate through AAC takes time, just like learning to talk. It’s common for progress to feel slow at first, but that doesn’t mean the child “isn’t ready” or that the AAC system isn’t working.
Think of AAC the same way you’d think about speech development. Babies hear thousands of words for over a year before they ever say one. AAC users need that same kind of consistent exposure.
Common Myths About AAC
Even though AAC has been around for decades, there are still many misunderstandings about who it’s for and when to use it. These myths can delay a child’s access to communication support.
The following myths are adapted from Romski and Sevcik’s (2005) seminal article on AAC.
Myth 1: AAC is a "last resort".
It’s completely natural for parents to hope speech will come on its own. Many families worry that trying AAC too early might take away from that goal, but research shows the opposite.
AAC can be introduced at any stage to give children a way to express themselves before frustration builds.
Whether your child is using sounds, a few words, or not yet speaking, AAC helps them communicate in meaningful ways, like asking for what they want, saying “no,” or sharing a thought. Early access gives them a voice now, while also supporting future speech and language growth.
Myth 2: AAC will stop my child from talking.
This is one of the most common fears families have. The great news is that research shows the opposite. AAC does not prevent speech. It helps it grow.
When children both see and hear words through AAC, they learn language more efficiently and begin to understand that their words have power.
As frustration decreases and confidence builds, many children start using AAC and spoken words together, finding their voice in more than one way.
Myth 3: Children must have certain prerequisite skills before using AAC.
It’s a common belief that children must first understand symbols, follow directions, or use their hands in a certain way (e.g., need to be pointing) before starting AAC, but research shows that isn’t true.
There are no specific “readiness” skills needed. In fact, AAC helps children develop these abilities by giving them a way to explore, connect, and be understood.
One of the most exciting things I’ve seen firsthand in my clinical work is how many children make their first real communication breakthroughs once they have access to a system that lets them show what they already know.
AAC gives children the opportunity to show what’s already been there all along - their sheer brilliance, humor, creativity, kindness, and understanding. It is a joy to witness and see.
Myth 4: AAC is only for children with strong cognitive skills.
In the past, high-tech AAC systems were reserved for children with “intact cognition.” Today, technology has evolved and so has the field of AAC. Research has shown that children with a wide range of learning and communication profiles can benefit from AAC.
Whether the system is a simple picture board or a speech-generating tablet, the goal is the same - to help children participate, connect, and be heard.
There are no specific “readiness skills” a child must have before AAC can be introduced. AAC is simply a tool that supports communication. Whether a child has typical, delayed, or different cognitive development, AAC can be adapted to meet their unique needs.
Myth 5: A child has to be a certain age to benefit from AAC.
AAC can help children of all ages, including toddlers. There’s no need to wait until a child reaches a certain age or milestone to begin using AAC. In fact, introducing AAC early helps prevent frustration and promotes natural language growth.
Children learn best through consistent exposure over time. The earlier we begin modeling and providing access to AAC, the more chances a child has to build understanding, express themselves, and thrive in communication.
Myth 6: Children must learn AAC in a fixed order.
Research shows that symbol learning doesn’t always follow a straight path. Children can understand meaning across many types of symbols, like a photo, drawing, icon, or even a written word, when those symbols are modeled and used meaningfully.
AAC is flexible, and children often use, with great competence, a mix of symbol types and systems (i.e., low-tech and high-tech) as they grow and communicate in new ways.
Just as every child learns differently, AAC should also be customized to fit each child’s needs, interests, and abilities. A “fixed” system with limited symbols can make communication feel restrictive.
When AAC is individualized and adaptable, reflecting what matters most to the child, it becomes a truly powerful tool for connection, learning, and self-expression.
Why It Matters
By giving children visual and auditory access to language through symbols, pictures, or voice output, AAC opens a bridge to meaningful communication while spoken language continues to grow.
The true power of Total Communication and AAC lies in giving every child the chance to connect, participate, and be heard. When we honor all the ways children communicate, through words, gestures, signs, pictures, or AAC, we empower them to express who they are. That is the power of communication in all its forms.
Additional Resources
References
Drager, K. D. R., Light, J. C., Speltz, J., Fallon, K. A., & Jeffries, L. Z. (2006). The performance of typically developing 2½-year-olds on dynamic display AAC technologies with different system layouts and language organizations. Journal of Speech, Language, and Hearing Research, 46(2), 298–312. https://doi.org/10.1044/1092-4388(2003/024)
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H. Brookes Publishing.
Korsten, J. (2011, July). Every Move Counts, Clicks and Chats: A program for developing symbolic communication skills in individuals with severe multiple disabilities.
Millar, D. C., Light, J., & Schlosser, R. W. (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://doi.org/10.1044/1092-4388(2006/021)
Romski, M. A., & Sevcik, R. A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18(3), 174–185.
https://doi.org/10.1097/00001163-200507000-00002
