Making AAC Work at Home

Speech Language Pathologists (SLPs) emphasize using highly motivating targets for communication, especially when initially introducing Augmentative and Alternative Communication (AAC). We can’t expect your little one to communicate for something they don’t want or don’t like. Using highly motivating targets can help lead to early success during therapy and in the home environment. However, implementing AAC at home can be very overwhelming; using highly motivating targets can be easier said than done! What even is a good highly motivating target for your child? What might resonate with one family might not with another and the way each family implements AAC in the home may look very different. So, what are some ways we can use highly motivating targets to encourage communication at home? 

Sometimes families voice that they don’t understand why their child doesn’t want to or won’t use their AAC system. Some children may be more receptive to using their AAC when prompted, whereas others may throw their device due to “feeling pressure” when prompted. For both examples, it can be best to allow for natural opportunities for communication without the added pressure of “use your device!”. Instead, try modeling and talking using their AAC system without expectation for them to use their AAC system to initiate or respond. You can “encourage” opportunities to build authentic communication using their AAC system by getting their “buy-in” without prompting during activities such as:

• Telling jokes using their AAC system
• Narrating or commenting on their favorite show or movie using their AAC system while you watch it together
• Use their AAC system to ask Alexa to play their favorite songs (we love a good dance party!)
• Have their siblings use the AAC system during a shared activity or interest (what kid doesn’t want to be just like their brother or sister when they’re little?)

Here are a couple more tips on encouraging your child’s AAC attempts:

• Even if you think your child tapped a button on their AAC system on accident, give meaning to it. For example, if they tapped on “apple”, you could respond by saying, “let’s go get an apple!” This validates their request and gives them the opportunity to communicate again if this wasn’t what they were trying to request.
• We often see children go through a “babbling” stage on their device; this phase typically doesn’t last long! Try to model use of their AAC system and bring meaning to the words they are choosing while “babbling”. This will help your child begin to understand the function of their AAC system so they can grow to gradually begin using it more meaningfully.
• Make sure you’re providing consistent availability of your child’s AAC system. Every child should have access to their voice at all times! 

Chloe is a Speech Pathologist at Picky Eaters Online who has a variety of experiences working with all ages. She has her Graduate Assistive Technology Certificate from East Carolina University, which allows her to evaluate and help individuals find a device to help them communicate. Chloe is offering virtual AAC consultations at the local and national level for pediatrics to adults with developmental disabilities. She can provide 1:1 training to individuals, their families, and ABA professionals to help integrate communication systems and can help tailor your child’s needs with a system that will help them grow their language skills. Contact Chloe by emailing her at chloe@pickyeatersonline.com or schedule your consultation here.