Here are some questions if a professional recommends an Augmentative and Alternate Communication system.

By Jennifer McMahon, MA, BCBA

For some children with an Individualized Education Plan (IEP) and limited speech, an Augmentative and Alternate Communication (AAC) system may be recommended.

What is an AAC?

An AAC is a method of communication that supplements or replaces spoken vocal language. Some common types include:

• Picture Exchange Communication System (PECS): Exchanging pictures to communicate

• Communication boards or books: Pointing to pictures to communicate

• Speech-Generated Devices (SGD): Selecting words or pictures on an electronic device that generates speech output

• Sign Language: Using hands or gestures to communicate

When taught to be used effectively, AACs can help students get their wants and needs met, express their feelings, decrease frustrations, and participate in social interactions.

Is an AAC needed?

Determining whether your child may benefit from an AAC and which type is a big decision. Professionals on your child’s IEP team, such as a speech and language pathologist (SLP) or a Board- Certified Behavior Analyst (BCBA), can often guide this decision.

However, caregivers should know that AACs will only be successful if used frequently in the home environment and valued by the child and their family members. AACs must also be helpful and practical for the student and the people the student wishes to communicate with regularly. Otherwise, the student may choose not to use the AAC and will communicate their wants, needs, and frustrations in other, perhaps less safe, ways.