What Is an AAC Device?

AAC stands for Augmentative and Alternative Communication. An AAC device is any tool, low tech or high tech, that helps a person communicate when speaking is difficult, unreliable, or not yet developed. For many autistic children who are nonspeaking or minimally speaking, AAC opens up a reliable way to express needs, thoughts, and feelings, often well before or alongside spoken language develops.

Children with autism spectrum disorder (ASD) may have difficulties with verbal communication. Augmentative and alternative communication (AAC) is designed to aid communication and serve as a supplement to verbal speech for children with communication challenges.  

What Does AAC Stand For?

AAC stands for Augmentative and Alternative Communication. Each word reflects how it works:

• Augmentative means it adds to existing communication, such as gestures or a few spoken words, to make it more effective.

• Alternative means it can stand in for speech entirely when needed.

• Communication covers the full range of ways a person can express themselves, not just verbal speech.

AAC is not only for autistic children. It is used by people with a wide range of conditions that affect speech, including cerebral palsy, Down syndrome, apraxia of speech, and acquired conditions like stroke.

Understanding AAC 

AAC includes various tools and methods of communication that can supplement or replace speech or writing. Options like sign language, visual supports such as picture cards, and high tech devices with speech generation capabilities are all examples of AAC. The ultimate goal of AAC is to facilitate effective communication, enhance social interaction, and foster an inclusive environment for children with communication challenges, including those with ASD.

Types of AAC

AAC exists on a spectrum from very simple to highly sophisticated, and many children use more than one type depending on the situation.

• Unaided AAC uses no external tools at all, such as gestures, facial expressions, or sign language.

• Low tech AAC includes picture boards, communication cards, or a binder of symbols a child points to, sometimes called PECS (Picture Exchange Communication System).

• High tech AAC includes dedicated speech generating devices or tablet based apps that produce spoken output when a child selects words, symbols, or letters.

There is no single right type of AAC for every child. The best system is the one that matches a child's motor abilities, cognitive profile, and communication goals, which is why AAC decisions are typically made with a speech language pathologist rather than chosen off the shelf.

How Do Speech Generating Devices Work?

Speech generating devices typically use a screen with symbols, pictures, or text that a child selects, which the device then speaks aloud using text to speech technology. Many systems use a method called core vocabulary, organizing the most commonly used words (like more, go, stop, want) in consistent locations so a child builds motor memory over time, similar to how a typist learns a keyboard layout.

Popular high tech AAC systems include dedicated devices as well as app based options that run on a tablet, often paired with a protective case and mounting system for daily use across home, school, and therapy settings.

AAC's Impact on Autistic Children 

AAC systems can help to transform the communication abilities of autistic children. These systems do not hinder speech development; in fact, they may promote it. Research indicates that AAC use can lead to improvements in communication, speech production, and social interaction (Ganz et al., 2012).  

With AAC, children who are non-vocal or have limited speech abilities have an avenue to communicate their needs, reducing potential frustration and increasing the likelihood of social integration and independence.  

Does Using AAC Stop a Child From Talking?

No. This is one of the most common and persistent misconceptions about AAC. Research consistently shows that AAC does not prevent or delay spoken language development, and for many children it actually supports speech by reducing communication frustration and reinforcing language concepts. AAC is a communication tool, not a last resort or a goal that competes with speech.

Choosing the Right AAC System  

Selecting the right AAC system depends on the unique needs, abilities, and goals of the child. The decision should involve a team of individuals, including the child’s caregivers as well as speech-language pathologists, teachers, and occupational therapists (Romski et al., 2010).  

At Cortica, we provide AAC evaluations, programming, support, and parent training for using AAC devices. Our speech-language pathologists at Cortica are equipped with the knowledge to help your family determine the best AAC system that works for your needs.

How Does AAC Fit Into a Broader Care Plan?

AAC is most effective when it is used consistently across settings, home, school, and therapy, not just during speech sessions. Coordinating AAC use across your child's care team, including speech therapy, occupational therapy, and any behavioral support, helps your child build communication skills that generalize beyond a single environment. This is central to how we approach care at Cortica, where services are designed to work together rather than in isolation.

Breakthroughs in AAC technology offer a ray of hope for children and their families. By adopting AAC systems, we can remove communication barriers and empower individuals to express themselves. In doing so, we build a more inclusive society where every voice, spoken or otherwise, is heard and valued. 

References: 

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596 

ASHA. (n.d.). Augmentative and alternative communication. American Speech-Language-Hearing Association. Retrieved from https://www.asha.org/public/speech/disorders/AAC/ 

Ganz, J. B., Earles-Vollrath, T. L., Heath, A. K., Parker, R. I., Rispoli, M. J., & Duran, J. B. (2012). A meta-analysis of single case research studies on aided augmentative and alternative communication systems with individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(1), 60–74. https://doi.org/10.1007/s10803-011-1212-2  

Romski, M., Sevcik, R. A., Barton-Hulsey, A., & Whitmore, A. S. (2015). Early intervention and AAC: What a difference 30 years makes. Augmentative and Alternative Communication, 31(3), 181–202. DOI: 10.3109/07434618.2015.1064163