AAC is not something children just “figure out” on their own. No one hands a child a device, and they immediately begin using it independently and effectively. (If that were the case, my job would look very different.) Language, whether spoken or supported by AAC, is learned through consistent exposure, meaningful interaction, and repetition over time.
AAC works best when AAC users have communication partners who listen.
It works because of the parent who pauses instead of rushing.
The teacher who models one word during circle time.
The therapist who keeps showing up, even when progress feels slow.
This is not a full list of all responsibilities, but it serves as a great start! The first (and most important) responsibility:
Modeling AAC… yes, that means you, too.
I know what you’re thinking: “But I already talk all day.” Correct. You do (no judgement). But AAC users need to see language on their system the same way they hear it verbally. That means touching or pointing to symbols, and/or navigating the device while you talk.
And no, you do not need to model full sentences. In fact, please don’t try to be an overachiever here.
Start with a core word or two:
“go”
“more”
“help”
“stop”
This is not a performance. It’s exposure.
Next up: create opportunities without turning everything into a quiz.
Not every moment needs to sound like:
“What do you want?”
“Say _______.”
“Use your words.”
“Try again.”
(If we’re being honest… that gets exhausting for everyone involved.) Communication grows when kids feel safe, not tested. Sometimes your job is to pause… wait… and just be quiet for a few seconds. Which, depending on your personality, might be the hardest strategy of all.
That pause? That’s where communication happens. It's also respectful to allow time for the AAC user to respond to your communication exchange or answer your question. So, just shhhhhh; longer than it feels natural for you to do so.
Another big one: presume competence. Always.
AAC users don’t have less to say. So we model language that is meaningful across all environments. Not just “want cookie” forever.
We model things like:
“I like that,”
“That’s funny,”
“Let’s go outside,”
Because their world is bigger than basic requests and labeling, and their language should be too.
Also, and this is important, respond to everything.
A glance, a reach, a dramatic floor flop (we’ve all seen it)… it’s all communication.
You don’t need to correct it. You don’t need to fix it.
You just need to acknowledge it and build on it.
Because when kids learn, “That worked, I was understood,” they’re way more likely to try again.
And finally: AAC belongs in real life. Not just therapy.
Not just at the table.
Not just during “learning time.”
Not just when someone remembers to grab the device.
AAC belongs in: snack time, playtime, transitions, car rides, and bedtime routines. Yes, even when you’re tired. (Especially then.)
Because communication doesn’t only happen when it’s convenient.
Here’s the bottom line: AAC is not about getting a child to use a device correctly.
It’s about creating an environment where communication is always possible.
And that environment?
It’s built by you.
No perfection required. No fancy strategies needed.
Just consistency, intention… and maybe a little patience when nothing seems to be happening (even though a lot actually is).
At AAC Collective, we’re here to make sure you don’t feel like you’re figuring this out alone. Because when communication partners feel confident, AAC stops feeling overwhelming… and starts feeling like a connection.
