3 Common Myths About AAC
4-Minute Read
AAC, or Augmentative and Alternative Communication, is a tool I use every single day in my work with children.
AAC refers to any form of communication other than speech, from printed visuals to speech-generating iPads to signed language. It helps support language development by offering multiple modes of communication, especially the combination of verbal and visual input.
Think about how much easier it is to understand someone when you can see their lips moving - it’s the same concept. AAC gives the brain more than one pathway to process language.
But here’s something I’ve noticed: many parents of newly diagnosed autistic children are fed lies and rumors about the benefits or uses of AAC. And through no fault of their own, they often delay introducing any kind of low-tech or high-tech AAC at home.
We know that the earlier children are exposed to language, the better. We also know that autistic brains often process and learn spoken language differently, sometimes needing more time, more input, and more support.
So, where does that leave us?
It leaves us with the understanding that communication is more than just speech, and every child deserves access to tools that help them connect, express, and learn.
With that in mind, here are three of the most common AAC myths I hear, and the truth behind them:
Myth: The only kids to use AAC are non-speaking kids
Truth: AAC is for anyone who needs support with communication. I regularly recommend it to more than just my non-speaking students. AAC can act as a voice for those who do not speak verbally, but it can also act as a bridge to learning vocabulary, syntax, and grammar.
Sometimes, introducing AAC early actually helps children take more communication risks because they’re given access to language they can understand and use.
Myth: You should try low-tech visual supports before you try a robust device
Truth: There are no prerequisites for high-tech AAC. Your child does not need to prove that they can demonstrate a list of arbitrary skills before you introduce a speech-generating device.
Kids are more likely to show an interest in things that they want to talk about (go figure). If they have the opportunity to connect with you about dinosaurs or ice cream flavors, that’s a lot more intriguing than a sheet of paper with the words “more” and “help”.
Expose your child to multiple forms of communication - sign language, pictures, spoken language, a speech-generating device, etc. They’ll tell you which one they prefer when they’re ready. They don’t need to try one at a time to prove to you that they’re ready for a robust device.
Myth: AAC will keep my child from using words
Truth: There is no evidence that AAC prevents speech. Actually, research shows the opposite. Many children use AAC as a stepping stone toward verbal language. Some of my students are more likely to try and copy the words they hear modeled by the device. Sometimes it leads to verbal speech, and sometimes it doesn’t. But the use of AAC often leads to more expressive language in many forms, all of which should be celebrated.
AAC should never be used with the sole goal of “getting” a child to talk. It should be used to support all forms of communication, both receptive and expressive, and to honor each child’s unique communication style.
If you’ve been told that your child isn’t “ready” for AAC, or that they need to wait, or that it might prevent speech, I hope this gives you the tools to push back.
Your child deserves access to language, connection, and communication right now. Not after they meet a milestone. Not after they try a picture board. Not after someone else decides they’re ready.
So the next time someone, a doctor, a teacher, a therapist, shares these myths with you, you’ll be ready to explain why they’re wrong … and better equipped to advocate for your child’s voice.
~Chloe