What is Augmentative and Alternative Communication?
AAC​
The According to the American Speech-Language-Hearing Association, augmentative and alternative communication (AAC) means “all of the ways that someone communicates besides talking.” The term “augmentative” means adding to speech, while “alternative” means using in place of speech. In other words, AAC is used to either supplement or replace spoken communication. There is a wide range of Types of AAC, from unaided to aided, and low-tech to high-tech (2).
WHY IS ACC USED?
Augmentative and Alternative Communication facilitates functional communication for children who have difficulty outwardly communicating.
We have two types of communication:
EXPRESSIVE COMMUNICATION is the information we convey to others through, most often, our voice and words. However, we can expressively communicate through gestures, facial expressions, and bodily movements.
RECEPTIVE COMMUNICATION is the information we take in from others. When we listen to others speak, read what others write, or interpret someone’s body language, we are gathering information receptively.
It is common to assume that expressive and receptive language run parallel to one another, or that you have the capacity to give out as much information as you take in. However, expressive and receptive communication do not always match for individuals with complex communication needs. A child with gaps in expressive communication does not necessarily lack receptive communication by default. That child has thoughts, feelings, and understands more about their environment than they might let on. However, when they cannot outwardly express what they want, need, or think, frustration can set in (9).
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AAC enters the picture when a child has limited expressive communication. In other words, when a child does not have the skills necessary to outwardly convey information to others through words and vocalizations. AAC refers to the strategy or strategies that a child uses to either add to their expressive communication, or to replace it entirely (1).
“If I give my child a device that talks for them, won’t that prevent them from speaking altogether?”
As a parent of a child who lacks expressive communication, you might be asking yourself this very question. It is a valid concern to have.
Although this is more than a fair question, there is research to support the opposite. Research studies show that the use of AAC intervention increases and supports participants’ verbal speech and language development (6, 7). In other words, AAC does not hinder, but often helps a child progress forward in their expressive speech and language development.
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Skills that AAC may increase
FUNCTIONAL COMMUNICATION – The number one goal of AAC is to establish what is considered functional communication. Functional communication is the type of communication that works most effectively for a child to express their needs. For typically developing children, spoken language usually becomes most functional as they grow and mature. However, for children with complex communication needs, typical speech and language development patterns may be unattainable. For this population, other strategies like AAC, must be used so they have can effectively communicate their wants and needs.
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​SOCIAL SKILLS – Children with complex communication needs may deviate from a “typical” schedule of social development, or they may need extra help learning the social rules that govern our interactions with others. AAC can be used to teach social skills such as turn taking in conversation, eye contact, interactions with peers, greeting others, gaining the attention of others, expressing feelings, and commenting on the environment.
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​REQUESTING SKILLS – AAC gives users the opportunity to express their wants and needs by asking for specific items, places, or people.
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EXPANDING VOCABULARY – As AAC users become more proficient with their chosen communication method, they will expand upon their language and vocabulary skills, just as a child with emerging spoken language.
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INDEPENDENT SPONTANEOUS VOCALIZATIONS – There is a growing body of research to support AAC as associated with an increase in independent spontaneous vocalizations. This means that, in research settings, some children who use AAC begin to use their voice to communicate in combination with their device(s).
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ACADEMIC SKILLS – AAC can be used in a child’s classroom to promote subjects such as reading, writing, math, or science.
INTRAVERBAL SKILLS – An AAC devices gives users the chance to respond to open-ended questions such as “What is your name?” or “What do you want to eat?”
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MULTISTEP TACTING (LABELING) – Labeling items within the environment is an important skill that helps to expand expressive vocabulary. AAC gives users the chance to practice naming items around them.
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SPELLING – AAC devices often incorporate a keyboard function for spelling individual words or writing sentences.
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REFERENCES
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Alzrayer, N. M. (2020). Transitioning from a low- to high-tech Augmentative and Alternative Communication (AAC) system: Effects on augmented and vocal requesting. AAC: Augmentative and Alternative Communication, 36(3), 155–165.
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Augmentative and alternative communication. (n.d.). American Speech-Language-Hearing Association. https://www.asha.org/public/speech/disorders/aac/
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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.
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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).
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Beukelman, D. R., & Light, J. C. (2020). Augmentative & alternative communication: Supporting children and adults with complex communication needs (5th ed.). Paul H. Brooks Publishing.
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Leonet, O., Orcasitas-Vicandi, M., Langarika-Rocafort, A., Mondragon, N. I., & Etxebarrieta, G. R. (2022). A Systematic Review of Augmentative and Alternative Communication Interventions for Children Aged From 0 to 6 Years. Language, Speech & Hearing Services in Schools, 53(3), 894–920.
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Millar, D. C., Light, J. C., & 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(1), 248-264. https://doi.org/1092-4388/06/4902-0248
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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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Wallace, A. (2020, May 16). The difference between receptive and expressive language. NAPA. https://napacenter.org/receptive-vs-expressive-language/