Debunking Common Myths of Using Augmentative and Alternative Communication (AAC)

Before we dive into the myths surrounding Augmentative and Alternative Communication (AAC), let’s first understand what AAC is and why it’s important. AAC is typically categorized into three types: no tech, low tech, and high tech. 

1. No-tech AAC includes body language, facial expressions, and sign language. Each of these rely on movements of the “speaker” to communicate with the “listener.” 

2. Low-tech AAC involves tools like pictures and communication boards. A popular example of Low-tech AAC is the Picture Exchange Communication System (PECS). 

3. High-tech AAC encompasses devices such as a Speech Generating Device (SGD) or a program or app installed on a device, such as ProLoQuo2Go.

Each type has its own advantages and can be chosen based on user friendliness, convenience, and/or affordability. Ultimately it is up to the user to decide which form of communication best fits them.

Common Myths Debunked

Myth 1: AAC Hinders Language Development

One of the most common myths is that AAC hinders language development. The assumption here is that using visual aids, devices, or gestures may reduce the need for vocal speech, thereby discouraging further speech development. However, research disproves this. Studies consistently show that AAC leads to an increase in language development overall including initiation of communication, intelligibility and consistency of speech productions, and lexical and grammatical development. It is also worth noting that not a single child included in the study showed a regression in language skills. While some children may never develop vocal language due to physiological or neurological factors, that doesn’t mean their language skills will stagnate. Language development looks different for everyone and communication comes in all forms–whether through pictures, text to speech, or SGD. While not all children will use spoken language, we should embrace these alternate forms of communication as equally valuable.

Myth 2: AAC Limits Social Opportunities

Another myth is that AAC use limits social interaction. This stems from the belief that children using AAC devices are perceived as “different” or “other.” However, research tells a different story. A case study where neurotypical children were taught to use an SGD and paired with children diagnosed with ASD found that social interactions increased significantly when an SGD was involved. The children using AAC had more opportunities to initiate and reciprocate conversation with their peers. This study also showed that children with ASD who were engaged more frequently in conversation by their neurotypical peers showed greater growth in language repertoire and comprehension compared to those who were not interacted with as much. This research highlights the importance of facilitating communication between children with different communication styles.

Myth 3: Children Cannot Learn to Use AAC Successfully

A third myth is that children cannot successfully learn and use AAC. The idea here is that learning to use AAC is more difficult than learning to speak. However, children who use AAC can be taught in systematic steps. Communication through AAC can be explicitly taught through methods like the Phases of PECS or Modeling without Expectation for SGDs. While vocal language learners may pick up communication through imitation, AAC learners are taught through intentional practice and repetition. Research shows that early intervention, along with consistent training and practice is key to successful development for AAC users.  

At One of the Kids, we support all forms of communication. We work with learners who have a range of language abilities, customizing programs to meet individual needs–including words and phrases in a family’s native language to make skills easier to generalize at home. With a collaborative team of Speech Language Pathologists and BCBAs, we work together to create and reinforce communication goals. We believe in the power of consistent practice and the importance of AAC in supporting children’s development of functional communication.