Augmentative and

Alternative Communication
(AAC)

Augmentative and Alternative

Communication
Definition of Augmentative and
Alternative Communication (AAC)
AAC refers to the communication that
is supplemented when an individual is
not able to speak typically

AAC includes unaided communication

No external device is needed
Speech attempts
Use of Gestures

Facial
Body movement and orientation
Arm and hand gestures
Eye gaze
Pointing

AAC also includes aided

communication
External device or equipment is
used
Use of recorded speech on an
electronic device
Use of synthesized speech on an
electronic device
Typing with visual display and/or
speech generation

Individuals who use AAC will

communicate in many ways.
Multisystem communication refers
to the many ways an individual
communicates

Gesture
Speech
Eye gaze
Voice output with single words made
into sentences
Voice output with full sentences
Typing single words

A person who uses AAC will learn to

select the most effective way to
communicate given these conditions:
Message
Listener
Environment
Tools available
Experience with tools
Current state (e.g. energy level)

A device may be used to produce

speech that listeners can hear.
Examples of AAC devices include:
DynaVox devices
PRC devices
Words+ devices
AbleNet devices
AdamLab devices
Adaptivation devices
Blink-Twice devices
Many, many more

Students who use AAC often benefit

from devices that produce speech
Vocabulary is easy to store and
access allowing students to speak
their own word combinations
Speech gets the attention of
listeners
Social communication is readily
accessible
It is easy to store and access full
stories (a very important part of
social communication)

Students can begin to use AAC at any

time
A student can begin to use AAC as
soon as he/she appears to be at
high risk for not developing typical,
understandable speech
Early introduction of AAC often
includes use of visual or tactile
symbols paired with adult speech
to help the child learn the
representations

There are no prerequisites for

AAC
Children do not have to wait until
they are ready to have
communication supported through
AAC
There are no skills that a child
must have before being introduced
to AAC

Many children use AAC

There are many conditions and
disabilities that can make typical
speech and language difficult.

Cerebral palsy
Severe apraxia
Severe dysarthria
Language disorders
Unmanaged nasality

AAC does not take the place of

speech and children who use AAC do
not stop talking
Many students who use AAC
continue to work on oral speech
skills
AAC can serve as a bridge to oral
communication for some students
Each student will have an individual
response to AAC and the effects on
oral speech production will be
monitored

Who makes AAC decisions?

 The IEP team makes AAC

decisions in the school.
The team should include the
student, family, SLP, teachers
and administrators.
Other important team members
can include the PT, OT, school
nurse and others
knowledgeable about a childs
communication.

How are AAC decisions made?

Data from appropriate device trials is
collected along with observations and
reports from people familiar with the
childs communication.
Information about a students needs are
considered related to language
representation, access and other
important information related to device
selection.
Decisions regarding device selection are
data-driven. However, student and family
preferences are considered.

The IEP
If a device is not included in the
IEP, then it is not the responsibility
of the school district to provide it.
If a device is included in the IEP,
the district must provide it.

It is very important for the IEP team to

consider and then to make appropriate
decisions regarding the need for AAC and
to document those decisions in the IEP.
Even if the device is provided by an outside
agency, parent or other funding source, it
is the responsibility to include AAC in the
IEP if it is necessary for a student to
receive a free and appropriate public
education.

Who pays for AAC?

If the device is included in the IEP, the
school district must provide it.
The school district is responsible to
provide the device including costs
associated with maintenance and repair.
There should be not cost to parents. The
parent may use medical insurance to
pay for the device but they are under no
obligation to do so.

Staff needs to know:

Strategies for AAC
development
Information specific to
the device
(maintenance,
functioning, repair,etc.)
Language stimulation
techniques
How to systematically
teach language and
communication in
meaningful contexts

 How to integrate AAC and Literacy

development
How to collect data on communication
skills
How to provide interventions based on data
collection
How to develop and use backup systems

How will other students benefit from

AAC?

AAC is very student-specific and most

students will not use the AAC device
Some students may benefit from
communication supports that are often
used by teachers interacting with children
who use AAC (e.g. picture displays)
Students will gain familiarity with AAC
and see that students using AAC are
competent students.
Opportunities for genuine friendships are
possible when a students communication
is supported through AAC.

 Define and explain the term AAC

Explain its importance in SPED
How the students benefit from AAC?
What are the considerations in
implementing AAC? cite the
importance of professional
involvement
Explain the AAC device that you
know.

Where can I get more

information?

Web search terms:

Augmentative and Alternative
Communication
Communication Devices
Voice output communication
devices
Speech-generating devices.

Websites for more information:

American Speech-Language-Hearing
Association www.asha.org
International Society for AAC
www.isaac.org
United States Society for AAC
www.ussaac.org
AAC Institute www.aacinstitute.org
Augmentative and Alternative
Communication Connecting Young Kids
http://aac.unl.edu/yaack/
AAC Intervention
http://www.aacintervention.com/