Early in my career as a school-based speech-language pathologist (SLP), I worked with a student who had very limited verbal speech. His frustration often led to behavioral outbursts, as he struggled to make his needs known. I introduced an Augmentative and Alternative Communication (AAC) core board that allowed him to choose from pictures with simple words/phrases. Throughout the school year, he began to use the AAC to request food and games as well as terminate activities. One day, after successfully requesting more of a certain snack, his teacher noted a significant drop in his frustration. It wasn’t just about the snack—it was the sense of control he gained. It was empowering for him to use the device to communicate his basic needs, leading to increased self-confidence and more positive interactions.
Another student, who was non-verbal, initially struggled with showing interest in using AAC. It became clear that including pictures that reflect his favorite interests, whether it was a toy or a TV show, held immense potential in motivating him to use the device. By using AAC to request these simple activities, he was able to initiate conversations with his teachers. It wasn’t long before he started asking for things independently—something that had seemed impossible at the beginning of the school year. By the end of the year, he was not just communicating with one picture; he was expanding on his utterances to 3 pictures to communicate.
It can be daunting to know where to begin with AAC, but the good news is that small steps can lead to big changes. Here are some tips for integrating AAC tools into a student’s routine.
One of the most effective ways to support AAC use is to integrate it into daily routines. If the device is used to request a preferred activity, like reading a book or playing with a toy, incorporate it into those moments throughout the day. Additionally, use the device during routines like washing hands, lining up for recess, or asking for help with tasks. The more a child uses the device in familiar contexts, the more it becomes a natural tool for communication.
Using an AAC device works best when it is used consistently across various settings. Just as children learn to speak through repetition, consistency is essential for reinforcing language development. For example, a teacher might prompt the student to use their device during circle time, lunchtime, or during free play. Consistent use in all environments—home, school, and community—helps the device become part of their daily life, fostering both functional and social communication.
AAC is not a one-size-fits-all tool. For students from culturally diverse backgrounds, it’s important to ensure that the AAC device reflects their home language and cultural context. Some AAC systems allow for customization to include words or phrases in specific languages or dialects. For bi/multilingual children, this is crucial in supporting communication both at home and in school. Additionally, cultural norms around communication, such as directness or formality, should also be considered and reflected in the device to ensure it aligns with the child’s cultural identity.
The true power of AAC lies in celebrating small, everyday victories. Every time a student successfully uses their device to request something they want or to start a conversation with a peer, it’s a milestone toward self-expression and independence. These small wins should be acknowledged! For instance, if a student normally uses the device to express ‘more’ but now includes ‘more please’, take a moment to praise them. The more these moments are celebrated, the more motivated they’ll be to continue using the device, knowing their efforts are recognized. These victories, though seemingly small, build confidence and encourage a more active role in social interactions and classroom activities.
My experiences made me realize that AAC devices are more than just tools for communication—they are gateways to greater autonomy, social interaction, and self-expression for autistic students. When thoughtfully implemented, they help students navigate their world with confidence and reduce the frustration that often accompanies communication barriers. It’s important to understand that the journey with AAC requires patience, consistency, and an openness to each child’s unique needs. Whether it’s requesting a game or sharing a moment with a communication partner, AAC devices enable students to engage more meaningfully and functionally. Ultimately, AAC unlocks the ability of communication in ways that can truly change lives.
Alexis Lawton, MS+30, CCC-SLP is a speech-language pathologist in Walterboro, South Carolina. She is an adjunct professor in the speech-language pathology program at West Coast University. She’s also working on her PhD in literacy, language, and culture at Clemson University. Alexis has presented at local, state, and national conventions like ASHA, SCSHA, Carolina TESOL, and Apraxia for Kids. She’s published non-scholarly and scholarly articles on various topics such as AAC, teletherapy, and bi/multilingualism. Her current research interests include culturally sustaining literacy pedagogies, language difference vs disorder, bi/multilingualism, and pre-service SLP preparation.
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