October is AAC Awareness Month, and there is one message I wish every Early Intervention provider understood:

AAC belongs in Early Intervention.

AAC stands for augmentative and alternative communication. It helps to support a child before speech develops, while speech is developing, or alongside speech long-term.

And no, a child does not need to be a certain age, have a certain IQ, or “fail speech therapy” first.

AAC Is More Than an iPad

AAC can be divided into unaided and aided communication.

Unaided AAC

Unaided AAC does not require an external tool.

Example:

• gestures
• pointing
• facial expressions
• body movements
• manual signs

A child may point to the door, shake their head “no,” or use a sign for more.

Aided AAC

Aided AAC uses something outside of the child’s body to support communication.

This can include both low-tech and high-tech options.

           Low-Tech AAC

Low-tech AAC does not require electronic technology.

Examples:

• real objects
• photographs
• picture symbols
• choice boards
• first/then boards
• communication boards
• core boards
• communication books

For example, a toddler may choose between pictures of bubbles and cars, or point to MORE, STOP, or HELP on a small core board.

             High-Tech AAC

High-tech AAC uses electronic technology and may include voice output.

Examples:

• speech-generating devices
• tablets with AAC apps
• dedicated communication devices
• eye-gaze systems
• switch-access systems

A child might use a tablet (e.g. iPad) with an AAC app to select words such as GO, MORE, MOM, or ALL DONE, and the device speaks the message aloud.

AAC Is Often Multimodal

Children do not have to use only one form of communication.

A child may vocalize, point, gesture, sign, select a picture, and use a speech-generating device within the same interaction.

That is not confusion.

That is multimodal communication.

The goal is not to make a child communicate in one “correct” way.

The goal is to give them as many effective ways to communicate as possible.

AAC Does Not Stop Speech

This is still one of the biggest concerns I hear from families.

The research does not support the idea that AAC prevents speech development.

Systematic reviews have found that AAC does not interfere with speech production, and some children demonstrate increases in spoken language following AAC intervention.

AAC is not replacing speech therapy.

It is giving the child another way to communicate while speech and language continue to develop.

AAC Belongs in Early Intervention

AAC is not only for older children.

Research supports AAC intervention in very young children, including children from birth through age six.

That matters because toddlers should not have to wait years before they can communicate effectively.

If a two-year-old has five spoken words but clearly has much more to say, I am not asking:

“Should we wait another six months?”

I am asking:

“How can we give this child access to more communication right now?”

AAC Is Not Just “More” and “Want”

Another common mistake is introducing AAC only for requesting.

MORE. WANT. BALL. COOKIE.

Those words matter, but communication is so much bigger than requesting.

A child also needs ways to say:

NO. STOP. HELP. AGAIN. LOOK. MY TURN. I LIKE IT. I DON’T LIKE IT.

AAC should give children access to language, not just a way to ask for objects.

What AAC Should Look Like in EI

AAC should fit into the session you are already doing.

Playing with bubbles?

Model: GO – MORE – BIG – POP – AGAIN

Reading a book?

Model: LOOK – TURN – SEE – MORE

Snack?

Model: EAT – DRINK – MORE – ALL DONE – YUCK

You do not need to stop the session and “work on AAC.”

AAC should become part of the child’s play, routines, relationships, and daily communication.

Model More. Test Less.

One of the fastest ways to make AAC feel like work is to constantly ask:

“Where is ball?;” “Show me dog;” “Tell me what you want.”

That is testing.

Instead, use the system yourself.

Say: “WOW, BIG bubble!” and model BIG.

Say: “Let’s GO!” and model GO.

Children hear spoken words hundreds of times before we expect them to say those words.

AAC users also need repeated exposure to their language system.

Families Need Coaching Too

In Early Intervention, the real work happens between sessions.

AAC has to make sense during:

• mealtime
• bath time
• books
• play
• getting dressed
• going outside
• interaction with family members

Instead of overwhelming caregivers with dozens of vocabulary words, choose a few functional targets within routines they already do.

That is how AAC becomes communication—not homework.

The Question Is Not “Is This Child Ready for AAC?”

The better question is:

Does this child currently have an effective way to communicate everything they need to communicate?

If the answer is no, AAC should be considered.

Not later.

Not after preschool.

Not after years of frustration.

Now!

Because AAC is not giving up on speech.

It is giving a child access to communication while we continue supporting speech, language, play, and participation.

Want to Feel More Confident Using AAC in Early Intervention?

If you understand why AAC matters but still find yourself asking:

• Where do I start?

• What type of AAC should I introduce?

• How do I model without overwhelming the child?

• What do I tell parents who are afraid of AAC?

• How do I actually use AAC during a 30-minute EI session?

That is exactly what I cover in my course:

No Words? No Problem: AAC in Early Intervention

The course focuses on practical AAC implementation with infants and toddlers, caregiver coaching, real EI routines, and strategies you can use immediately in your sessions.

Because knowing that AAC works is important.

Knowing what to do with it on Monday morning is what changes practice.

References American Speech-Language-Hearing Association. Augmentative and Alternative Communication.

O’Neill, T., Light, J., & Pope, L. (2022). Systematic review of AAC interventions for children ages 0–6.

Schlosser, R. W., & Wendt, O. (2008). Effects of AAC intervention on speech production.

White, E. N., et al. (2021). AAC and speech production in children with autism.