The AAC 5 W’s (and How): Who, What, When, Where, Why, and How
When parents hear the term AAC (Augmentative and Alternative Communication), it often comes with a lot of questions…and sometimes a lot of fear.
AAC is not a last resort, and it is not only for children who will never speak. In fact, research consistently shows that many children, both speaking and nonspeaking, can benefit from AAC to support communication, language development, and participation in daily life.
Let’s break it down using the AAC 5 W’s (and How):
WHO Can Benefit from AAC?
Short Answer: MANY children
AAC can support children who:
are minimally-speaking or nonspeaking
have speech intelligibility difficulties (i.e., hard-to-understand speech)
have language delays or developmental differences with communication language delays
are learning to communicate but are currently struggling to make their needs known
You may hear: “I thought AAC was for children who never talk?”
Nope! The truth is: AAC can benefit both speaking and nonspeaking children, including those who are still developing verbal speech. Research: Studies show AAC use does not prevent speech development and often supports it (Millar, Light, & Schlosser, 2006).
WHAT is AAC?
AAC stands for Augmentative and Alternative Communication.
Augmentative = supplements verbal speech
Alternative = offers expressive language when needed
AAC includes a wide range of tools, such as:
Gestures and signs
Picture communication boards
Low-tech systems (e.g., pictures, core boards)
High-tech speech-generating devices or apps
You may hear: “AAC is just an iPad to communicate.”
Nope! The truth is: AAC includes many forms, both low-tech and high-tech, and the best system is based on the individual user, not the system itself.
WHEN should AAC be used?
As early as possible! I cannot emphasize enough: There are NO prerequisites to AAC. AAC does not require a child to reach a certain age or skill level. Waiting for speech to emerge before introducing AAC can delay communication development and increase frustration.
“AAC can be tried once we have tried everything else.” “AAC is the step above PECS.” “
Nope! There are no prerequisites to using AAC. The truth is: Early AAC access supports communication, language growth, and social engagement. Research: Early access to AAC improves expressive and receptive language outcomes (Romski et al., 2010).
Where can AAC be used?
EVERYWHERE.
AAC is most effective when used:
At home
During play
At school or daycare
In the community
During daily routines (meals, bath time, transitions)
AAC is a tool for real-life communication, not just therapy sessions.
You may hear: “My child only uses their device at school” or “AAC is only for therapy time”
Nope! The truth is: AAC works best when it’s modeled and used across people & environments.
WHY use AAC?
AAC gives children:
A way to express wants and needs
Reduced frustration and behavior challenges
Increased participation in daily activities
Access to language while speech develops
Importantly, AAC supports:
Language development
Speech development
Social connection
You may hear: “AAC will make a child rely on a device rather than ever learning to speak” or “An AAC device will make my child talk less”
Nope! The truth is: Research shows AAC often supports and enhances spoken language, rather than replacing it. Research: AAC use has been associated with increased speech production in many children (Schlosser & Wendt, 2008).
How does AAC support language?
AAC works by:
Giving children a consistent way to communicate
Reducing pressure to speak before they are ready
Providing visual and motor supports for language learning
Allowing modeling of language in meaningful contexts
SLPs and caregivers model AAC use (often called aided language input) while talking — just like we model spoken language for babies & children first learning to speak.
The truth is: AAC should be used alongside spoken language, gestures, and play.
Research: Aided language modeling is one of the most evidence-based AAC strategies (Drager et al., 2006).
In Conclusion, Some Key Takeaways:
AAC is NOT giving up on speech. It’s a way to support communication right now, while also supporting long-term speech and language development.
Many children, both speaking and nonspeaking, benefit from AAC, whether temporarily or long-term. Every child deserves a way to communicate effectively & efficiently.
At CB Speech Therapy LLC, I support families with AAC-informed, private-pay, in-home pediatric speech therapy in New Jersey, helping children access communication in ways that work for them.
If you’re curious whether AAC could support your child, I’m always happy to talk it through. Schedule a free consultation with me today!
Additional sources:
Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of AAC on speech production. Journal of Speech, Language, and Hearing Research, 49, 248–264.
Romski, M., Sevcik, R. A., Barton-Hulsey, A., & Whitmore, A. (2010). Early AAC intervention and language development. Journal of Speech, Language, and Hearing Research, 53, 350–364.
Schlosser, R. W., & Wendt, O. (2008). Effects of AAC on speech development. American Journal of Speech-Language Pathology, 17, 212–230.
Drager, K. D. R., et al. (2006). The effectiveness of aided language modeling. Augmentative and Alternative Communication, 22, 155–168.
ASHA Practice Portal: Augmentative and Alternative Communication