Augmentative and alternative communication (AAC) includes picture boards, communication books, gestures and tablet-based systems. It can give a minimally speaking child a dependable way to express needs, choices, feelings and ideas. AAC is not only for requesting food, and it should not be treated as a test the child must pass.
Model without demanding
Use the child’s communication system while you speak. During snack time, touch symbols for “want,” “more” or “finished.” During play, model words such as “go,” “stop,” “fun” and “again.” The child does not have to copy you every time. They need many relaxed opportunities to see how communication works.
Keep it available
A communication system cannot help if it stays in a therapy bag. Keep it charged, within reach and available across rooms. Use a paper backup for bathing, travel or when the device battery runs out. Ask school and therapy staff to use the same important vocabulary.
Respond to every communication attempt
A look, gesture, sound, typed word or symbol selection may all carry meaning. Pause long enough for the child to respond, acknowledge the attempt and clarify gently if needed. Avoid repeatedly asking “What do you want?” Instead, create natural reasons to comment, refuse, ask for help and share enjoyment.
Start with useful words
Choose words that work in many situations: more, stop, help, go, different, like, don’t like, finished and wait. Also add names, favourite activities and words that reflect the child’s personality. Communication is about connection, not only compliance.
Create opportunities beyond requesting
Offer communication choices during play, meals, outings and family routines. Model comments, questions, greetings and refusals—not only requests for objects. Wait a few seconds after you model so the child has time to respond without pressure. Accept “no,” “break” and “not now” as meaningful communication.
Make communication portable
Tell grandparents, babysitters, school staff and therapists how the child communicates and which words matter most. Keep a short one-page guide with the system, access method, favourite topics and ways to respond. Consistent partners reduce the effort the child spends teaching each new person.
Review access and comfort
Notice whether the child can physically reach, see and select symbols comfortably. A device may need a different case, mounting position, vocabulary layout or access method as the child grows. Ask an AAC-qualified speech-language professional or occupational therapist to review these needs, especially if the child avoids or abandons the system.
Protect communication rights
Do not remove AAC as a punishment or require a child to use speech when another method is clearer. Communication access should remain available during distress, transitions and learning. The aim is a reliable voice that supports autonomy, connection and participation.
A speech-language professional experienced in AAC can assess access needs, vocabulary and device options. Ask them to coach family members and teachers, not only work with the child in isolated sessions. Free family learning materials are available through Stepping into AAC. AutDHD also explains why communication support is never “too late.”
Disclaimer: This is general information shared for parent awareness, not medical advice. Every child is different — please confirm decisions with your child’s doctor or a suitably qualified professional.