AAC Basics

AAC Basics is an introduction to augmentative and alternative communication for families, educators, and anyone new to the topic. It explains what AAC is, who it can help, and how AAC systems are organized. This page is educational and does not replace an individualized evaluation by a qualified professional such as a speech-language pathologist.

WHAT IS AAC?

Augmentative and alternative communication is any method of communicating that adds to or replaces spoken language. "Augmentative" means adding to existing speech, and "alternative" means providing a different way to communicate when speech is not available. AAC is not a last resort and does not prevent speech from developing. Research and clinical experience generally indicate that AAC can support communication and language growth rather than hinder it.

WHO MAY BENEFIT?

People of any age may use AAC. This includes individuals with congenital conditions such as cerebral palsy, autism, or developmental disabilities, as well as people with acquired conditions such as stroke, traumatic brain injury, or progressive conditions like ALS. What these situations share is a gap between what a person wants to communicate and what speech alone allows them to express.

THE RANGE FROM NO-TECH TO HIGH-TECH

No-tech AAC uses the body alone, such as gestures, facial expressions, eye pointing, and manual signs. Low-tech AAC uses simple physical materials that do not need power, such as communication boards, picture symbol cards, alphabet boards, and communication books. High-tech AAC uses electronic tools, including dedicated speech-generating devices and communication apps on tablets, which speak aloud when a message is selected. Many communicators use several methods together, a practice known as a multimodal approach, and no single method has to be the only one a person uses.

SYMBOLS, WORDS, AND VOCABULARY

AAC systems can be symbol-based, using pictures or graphic symbols, or text-based, using letters and words for people who spell. Vocabulary is often divided into core words, which are common words used across many situations such as "want," "go," and "more," and fringe words, which are specific words tied to a particular topic or activity. Well-designed systems make frequently used core words fast and easy to reach.

WHY MODELING MATTERS

People learn AAC in much the same way children learn spoken language, by seeing and hearing it used. Communication partners can model language by using the AAC system themselves while they talk, which shows the communicator how words are located and combined. Consistent modeling, patience, and giving the person time to respond are among the most important factors in successful AAC use.

GETTING STARTED

A speech-language pathologist or AAC team can complete an assessment to match features to the individual and recommend a system to trial. Borrowing or trialing options before committing can help, and many state AT Act programs and loan libraries make this possible. Because needs change over time, AAC systems are reviewed and adjusted as skills and goals develop.

RELATED RESOURCES

For an overview of this topic area, see Communication & AAC. To learn about devices that produce spoken output, see Speech-Generating Devices. To learn how people physically operate AAC, see AAC Access Methods. For funding pathways, see Funding Assistive Technology. For individualized help from the nonprofit, visit AccessibilityClinic.org.