The Journey to Becoming a Successful AAC User

Choosing the right AAC (Augmentative and Alternative Communication) for your non-speaking child can feel overwhelming. At least, that’s how it felt for me. I wanted to make the right choice right off the bat—one that would help my son communicate without adding to his frustration. I needed something that would grow with him, giving him a reliable way to express himself. And, like many parents, I worried: Would using an AAC or SGD (Speech Generating Device) somehow take away his ability to speak? (Spoiler Alert: It doesn’t.)

Now, several years into our AAC journey, I see how much progress my son made. In the beginning, he lacked the fine motor skills to use sign language or even press a button on a Big Mac device. But today, we are constantly expanding his vocabulary, adding new words and phrases to his SGD so he can communicate more fully. 

I wish I had known at the start that this journey isn’t linear—it twists and turns, and that’s okay. Finding the right AAC device takes time, and the best option for your child may evolve as they grow. Here are some things to help guide you along the way. 

What is AAC?

AAC stands for Augmentative and Alternative Communication. It includes various forms of communication primarily used by non-speaking individuals, though people with autism who can speak may also find it helpful. Here’s a breakdown of the different types:

No-tech AAC – 

Sign-language, Picture Exchange Communication System (also known as PECS), and other image-based forms of communication such as a first-then board.

Low-tech AAC – 

Simple devices include a Big Mac Button, which plays a pre-recorded word or phrase when pressed, and standalone communication devices with a limited number of buttons, such as a GoTalk, which typically features a six or eight-square grid. 

High-tech AAC – 

Speech generating devices (SGDs), often in the form of specialized software or apps installed on an iPad or tablet, allow for more advanced and customizable communication.

Trialing different types of AAC.

When exploring different forms of AAC for your child, it’s essential to honor total communication—this means recognizing and responding to all forms of communication your child uses, whether it’s sign language, vocalizations, gestures, or their SGD. The goal isn’t to force a specific AAC method but to encourage communication in whatever way works best for your child at any given moment. For example, their SGD may not be immediately available, but sign language is always an accessible tool. 

To determine the best AAC option, consult a Speech Language Pathologist (SLP) through a hospital system or private therapy group or reach out to an Assistive Technology (AT) Specialist, often available through your local school district. Let them know you’re interested in exploring different AAC methods to find the best fit for your child. 

A possible AAC journey could look like this:

Sign language—Start by teaching your baby sign language. Sign language can support language development in all children, not just those with autism.

Picture Exchange Communication System (PECS)—You don’t need to have a full PECS system set up to begin, though it is a well-thought-through tool for foundational communication. Start using Boardmaker symbols or household pictures to help your child associate different images with words.

Big Mac Button or GoTalk—These devices allow a child to press a button to play a recorded word. While limited to one-word messages, they help establish cause-and-effect learning and introduce the concept of a device for communication.

Eye Gaze Technology—Consider trialing an eye gaze device if your child has a severe physical disability or visual impairment. However, many children find this system heavy, glitchy, and impractical for everyday use. 

Speech Generating Device (SGD)—Test various AAC programs on an iPad or other dedicated device. Popular programs include TDSnap, Proloquo2Go, and LAMP Words for Life. Each program has unique visual layouts and motor pathways. Some are built on semantic compaction, similar to how we learn spoken language, while others are organized by word categories. If you’re working closely with an SLP or AT Specialist, they can help guide you in the right direction for your child’s needs. 

Above all, pay attention to what your child naturally gravitates toward. Be intentional when exposing your child to different types of AAC, and pay attention to their cues. Many children show us what works best for them, but it may take time. 

Where to start with AAC for Kids with Autism? AAC for Early Intervention

Start with Core Words. Core words make up approximately 80% of the words we use daily. The other 20% are considered fringe words, which are very specific to the user. Many SGDs are set up with between 40 and 60 core words on the homepage, depending on the grid size appropriate for the user’s needs. Whether your child begins using pre-determined core words on a high-tech device or not, they will begin to pick up on core words in their natural environment. 

When your child is young, the type of AAC you use matters less than simply beginning to build functional communication skills. Using picture cards for labeling, which are often used in ABA therapy, can be a great introduction to AAC. Repetition is key. Your child should see the same pictures and words consistently, regardless of whether it’s PECS or a different AAC program. The more exposure they have, the more familiar and comfortable they’ll become with using AAC to communicate. 

How to choose the right type of AAC for your child with autism.

Selecting the right AAC for your child comes with a lot of trial and error. Consider their developmental age, interests, and communication needs, and expose them to AAC options that fit where they are in their journey. 

When we started the AAC journey, no-tech options were our first step. Sign language naturally became part of our daily routine, and we still use it occasionally—especially when my son’s SGD isn’t nearby or when we need to communicate quickly. Another early step was posting Boardmaker pictures around the house for him to help him recognize words and their meanings through visuals. 

Our first low-tech AAC experience was with Big Mac Buttons. While they were helpful for teaching cause and effect, they weren’t ideal for functionally expressing needs. However, we set up a Big Mac Button by the back door that said, “I want to go outside,” which my son used when he wanted to go on the trampoline. He pressed it all the time. Be forewarned. 

It wasn’t until a couple of years into elementary school that we started trialing high-tech types of AAC. Our AT Specialist introduced us to different devices and programs, allowing us to take them home and see which worked best for our son.  

Choosing an AAC system is a very personal decision—not just for your child but for your entire family. A big part of AAC success is modeling usage. As a parent or sibling, you help normalize it by using AAC in your home. Learning to communicate with AAC is like learning a new language and everyone learns together. This collective effort makes it easier for your child to integrate AAC into their daily life over time. 

Things to consider when selecting an AAC for your child.

Here are some additional key factors to keep in mind:

• Physical, Hearing, or Visual Impairments– If your child has an additional disability, select an AAC system that accommodates their needs. For example:
  • An eye-gaze device may be best for children with limited motor control, such as those with cerebral palsy.
  • Sign language may be more accessible for deaf or hard-of-hearing children.
  • High-contrast images and large buttons can be beneficial for the visually impaired.
• Fine-Motor Abilities – If your child struggles with fine motor skills and dexterity, consider adding a keyguard to their SGD to help them select the buttons more accurately. 
• Process and Response Time – Give your child enough time to respond to questions and find the words they want to say. Avoid the temptation to speak for them. Patience encourages independent communication. 
• Gradual Changes – Whether you’re trialing different AAC systems or introducing a new device, make changes slowly and don’t give up too quickly. Children need time to adapt to new communication tools.
• Consistency – Use consistent language for common tasks, questions, and requests to help your child become familiar with their AAC system. 
• Data Collection – Test different forms of AAC and track data on how your child engages with them. This is where ABA can prove to be especially helpful. Therapists can monitor different AAC types and help assess which one(s) best supports your child’s communication.

Best Communication Device for Autism.

You may have heard the phrase, “If you’ve met a child with autism, you’ve met one child with autism.” Every child is unique, and that applies to AAC as well. 

The best communication device for a child with autism is the one that works best for them. There is no one-size-fits-all solution. Each child will have different communication needs, preferences, and abilities. 

Ultimately, the goal is to find the AAC system that supports your child’s ability to communicate effectively in daily life and grows with them over time. 

Ways to incorporate AAC into ABA sessions.

In the study of ABA, we’ve discovered that all behavior, whether desired or unwanted, is a form of communication. We want our kids with autism to be able to express themselves more fully, not only to reduce frustration but also to build meaningful relationships based on understanding who they are and what they’re thinking. 

It’s important to include your child’s ABA therapist in their AAC journey. Using AAC across multiple environments—home, school, and therapy—helps reinforce their communication skills and increases their confidence in using their device. Since successful AAC use often requires extensive practice, your child’s BCBA should integrate it into their sessions. 

Here are some ways AAC can be incorporated into ABA sessions: 

• Using the ACC device to help your child name objects, people, or actions appropriately.
• Practice greetings, requesting attention, or participating either one-on-one or in structured group activities using the AAC.
• Encouraging communication by offering a preferred toy or activity as a reinforcer when your child successfully uses their AAC device. 

Collaboration between your child’s BCBA, speech therapist, and school AT specialist can further support their progress and help ensure that AAC becomes a natural and effective part of their daily lives. 

AAC: The next best thing to speaking. 

One of our greatest hopes as parents is for our children to speak. We dream of teaching them their first words as toddlers and having deep, meaningful conversations with them as they grow. But for some families, this isn’t the reality, and that’s okay. There is beauty in finding new ways to connect and communicate. 

In today’s technologically-advanced world, we have more opportunities than ever to use AAC to understand what’s going on in our non-speaking child’s mind.

If you are like me, you may worry that giving your child access to AAC would prevent them from vocalizing words or speaking in sentences. This simply isn’t the case. For many kids, AAC becomes a stepping stone in their developmental journey. Some, like my son, eventually begin speaking minimally, while others go on to form fully comprehensive sentences. 

Don’t be afraid to dive into the world of AAC. It can feel overwhelming at first, but it can also be incredibly exciting. There is nothing more delightful than discovering what your child has been wanting to say all along. 

What are your ideas and questions about AAC?

We’d love to hear from you! Share your ideas, questions, and feedback in the comments below. Your input helps us continue providing helpful and insightful content about autism and ABA therapy.

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Interested in a positive, play-based approach to ABA? 

Connect with BrightPath Behavior today! Our friendly team is here to answer your questions and support your journey.

 

Kathy McClelland is a freelance copywriter and marketer for pediatric healthcare and special education brands from Austin, Texas. Before becoming a mom, her work included promoting medical journals and online publications for the American Academy of Pediatrics and parenting books for Tyndale House Publishers. When her second son was born with a rare genetic condition, she was thrust into the world of special needs parenting. Her website is kathymcopywriting.com.

 

Disclaimer: While I am a consultant writing on behalf of BrightPath Behavior, my child is not a current client. The views and experiences shared in this blog post are entirely from a parent’s perspective. My goal is to provide informative content and insights based on my personal experiences, as well as interviews conducted with the staff at BrightPath Behavior.

 

Note: The information provided in this article is for general guidance and does not replace professional advice. Please consult with a healthcare professional or therapist for personalized guidance.