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Who Uses AAC?

DEFINING COMPLEX COMMUNICATION NEEDS

There is no age limit requirement for people who can use AAC. A person of any age, race, ethnicity, or socioeconomic background can benefit from AAC.

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According to Beukelman and Light in their resource Augmentative and Alternative Communication: Supporting Children and Adult with Complex Communication Needs, people with complex communication needs have one unifying characteristic: “the fact that they require adaptive supports to communicate effectively because their spoken, and/or written, communication is temporarily or permanently inadequate to meet all of their communication needs” (5).

 

Children with complex communication needs are children who have developmental or acquired conditions that restrict their expressive communication significantly enough to negatively affect their daily functioning. 

MEDICAL ETIOLOGIES

Below is a compiled list of medical conditions, delays, and disorders that are represented in the wide body of AAC research from scientific peer-reviewed journals. This is NOT an exhaustive list. If you do not see a medical condition that your child or loved one has, and you are considering AAC, that is okay! The list represents some, but not all, of the disorders, that have been researched and evaluated for improvements in expressive communication through AAC.​

Autism Spectrum Disorder
 
Cerebral Palsy
 
Developmental Disabilities or Delays
 
Intellectual Disabilities
 
Speech and Language Impairment
 
Communication Delays or Disorders
 
Traumatic Brain Injury
 
Cerebrovascular Accident (Stroke)
 
Apraxia of Speech

Fragile X Syndrome 
 

Angelman’s Syndrome
 
Down Syndrome
 
Rhett’s Syndrome
 
Prader Willi Syndrome

DiGeorge Syndrome
 
Seizure Disorder
 
Dysarthria
 
Cognitive Disabilities
 
Physical Disabilities
 
Hearing Disabilities
 

REFERENCES

  1. 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.

  2. 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.

  3. 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.

  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. https://doi.org/10.3390/ijerph19138091

  5. Beukelman, D. R., & Light, J. C. (2020). Augmentative & alternative communication: Supporting children and adults with complex communication needs (5th ed.). Paul H. Brooks Publishing.

  6. 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. https://doi.org.10.1044/2022_LSHSS-21-00191

  7. McNaughton, D., & Light, J. (2013). The iPad and Mobile Technology Revolution: Benefits and Challenges for Individuals who require Augmentative and Alternative Communication. AAC: Augmentative & Alternative Communication, 29(2), 107–116. https://doi-org.10.3109/07434618.2013.784930

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