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Types of Augmentative & Alternative Communication

Augmentative and Alternative Communication (AAC) is a catch-all term for strategies and devices that supplement or replace spoken communication. The term AAC can seem intimidating or confusing, so here is a breakdown of the types of AAC devices.

AAC generally falls into two categories:

UNAIDED AAC

Communication strategies that do NOT include outside materials or technology.

AIDED AAC

The addition of outside materials or technology to supplement communication.

These categories are often combined:

COMBINING APPROACHES

The use of both aided and unaided AAC to supplement communication.

Factors to consider when choosing a device

ASSESSMENT INFORMATION FROM SPEECH-LANGUAGE PATHOLOGISTS - Speech-language pathologists (SLPs) are experts in the field of communication sciences and disorders. It is important to obtain an evaluation from an SLP, as they will determine what areas of communication your child may need extra support in, as well as what type of device suits their needs the best. Your child's current level of communication is a large factor in selecting what type of AAC to begin with (3, 4, 6). 

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COST AND FUNDING - AAC devices, especially those that are high-tech, are often hundreds or thousands of dollars. Before choosing a device, it is important to determine how much money your family can spend on a device, as well as how much of the device is covered by insurance or your child's school. It is important to check with your specific insurance company, as coverage varies by policy (3, 4, 5, 6). 

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YOUR CHILD'S MOTOR SKILLS - Some high-tech AAC systems rely on touch-based communication, requiring gross and fine motor capabilities. Not all children with complex communication needs have the fine motor skills necessary to operate touch-based AAC, such as pointing a finger to one specific location on a screen. Additionally, carrying around a tablet is not feasable for all children. Assessing your child's motor capabilities, as well as the motor skills required to operate specific AAC devices, is an important aspect of choosing a communication strategy (1, 2, 4, 6). 

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ACCESS TO SUPPORT SERVICES - Parents of AAC users report that limited access to support services, such as AAC training or consistent SLP services, contributes to the likelihood of abandoning AAC. In other words, families with reliable support from competent SLPs who have experience teaching AAC were most likely to have success with their child communicating via AAC (3, 4, 5, 6).

REFERENCES

  1. Aydin, O., & Diken, I. H. (2020). Studies Comparing Augmentative and Alternative Communication Systems (AAC) Applications for Individuals with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis. Education and Training in Autism and Developmental Disabilities, 55(2), 119–141.

  2. Beck, A. R., Stoner, J. B., Bock, S. J., & Parton, T. (2008). Comparison of PECS and the use of a VOCA: A replication. Education and Training in Developmental Disabilities, 43(2), 198–216.

  3. Bedwani, M.-A. N., Bruck, S., & Costley, D. (2015). Augmentative and Alternative Communication for Children with Autism Spectrum Disorder: An Evidence-Based Evaluation of the Language Acquisition through Motor Planning (LAMP) Programme. Cogent Education, 2(1).

  4. 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.

  5. Donato, C., Spencer, E., & Arthur-Kelly, M. (2018). A critical synthesis of barriers and facilitators to the use of AAC by children with autism spectrum disorder and their communication partners. Augmentative and alternative communication (Baltimore, Md. : 1985), 34(3), 242–253. https://doi.org/10.1080/07434618.2018.1493141

  6. Marshall, J., & Goldbart, J. (2008). 'Communication is everything I think.' Parenting a child who needs Augmentative and Alternative Communication (AAC). International Journal of Language & Communication Disorders, 43(1), 77–98. https://doi.org/10.1080/13682820701267444

  7. Morin, K. L., Ganz, J. B., Gregori, E. V., Foster, M. J., Gerow, S. L., Genç-Tosun, D., & Hong, E. R. (2018). A systematic quality review of high-tech AAC interventions as an evidence-based practice. Augmentative and alternative communication (Baltimore, Md. : 1985), 34(2), 104–117. https://doi.org/10.1080/07434618.2018.1458900

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