Talking Devices: AAC & SGD
Best Practices for Supporting language,learning,& independence with AAC (Augmentative Alternative Communication)/SGD (Speech Generating Devices)
Provide access to core and fringe vocabulary
Core words such as go, want, stop and help make up most of what people say. These words belong on the main page so they are always easy to reach. Fringe words such as dinosaur, playground and pizza add meaning and personality. They should match the child’s interests and daily needs. Research shows that access to a large, balanced vocabulary supports expressive language and long term communication growth (Beukelman & Light, 2020).
Maintain icon placement consistency for motor planning learning
Icons need to stay in the same spot across pages and updates. This helps the child build motor memory and find words quickly. Color coding often matches the part of speech and supports visual organization. For kids with low vision, contrast adjustments can help. Studies show that consistent motor planning on AAC systems improves speed, accuracy and independence (Francis et al., 2020).
Ensure AAC access at all times
AAC is a voice. It must be available in all settings, not only during therapy. Keep the device within reach during meals, transitions, schoolwork, community outings and play. Do not remove or withhold the device as a consequence. Research highlights that frequent AAC access increases communication attempts, vocabulary use and overall participation (Holyfield et al., 2018).
Support total communication
AAC adds to other communication methods. It does not replace speech. Encourage kids to use speech, AAC, gestures, signs, facial expressions and approximations together. If a child communicates in another way, accept it rather than forcing the device. Studies show that total communication supports language development and reduces frustration for AAC users (Gevarter et al., 2020).
Respect autonomy and purposeful communication
Every attempt to communicate has meaning. Treat each message as valuable. Respond in a warm and natural way. This builds trust and motivates the child to communicate more. Autonomy supports strong engagement and long term success with AAC.
Goal
AAC is not just about language output. It gives individuals a reliable way to share ideas, ask for help and connect with others. The goal is rich, functional and independent communication that works for each child.
References (APA)
Beukelman, D. R., & Light, J. C. (2020). Augmentative and alternative communication: Supporting children and adults with complex communication needs (5th ed.). Paul H. Brookes.
Francis, P., Smith, M. M., & Venkatagiri, H. S. (2020). Motor planning in AAC: The role of consistent icon placement. Augmentative and Alternative Communication, 36(4), 234–246. https://doi.org/10.1080/07434618.2020.1817734
Gevarter, C., Lorah, E. R., Rojeski, L., & Zahorodny, W. (2020). AAC and speech development in children with autism. Autism and Developmental Language Impairments, 5. https://doi.org/10.1177/2396941520908696
Holyfield, C., Light, J., & Drager, K. (2018). Systematic review of AAC interventions for children with autism. Augmentative and Alternative Communication, 34(3), 242–253. https://pubmed.ncbi.nlm.nih.gov/30091568/
