In our ongoing October series, we are raising awareness about Augmentative and Alternative Communication (AAC). We recently had a thought-provoking discussion with experienced speech-language pathologist, Macey Van Savage, to debunk prevalent myths surrounding AAC. Macey shared valuable insights, and we are excited to delve into all the wonderful details she provided!
Author’s Note: All referenced research articles are linked or cited at the end of the post.
If a child uses any form of AAC (signs, pictures, etc), it will stop their verbal speech from further developing.
This is the #1 question I get from parents when we start to discuss AAC! Many people think that due to using a variety of alternative modalities (i.e. sign language, low-tech communication boards, high-tech communication devices, etc) to communicate will reduce that individual’s motivation to speak verbally. However, research within the speech and language community suggests that AAC systems can actually increase speech production in individuals. By reducing physical and social demands, AAC systems can positively impact verbal communication.
Children don’t need to utilize AAC if they have some spoken language.
AAC can be greatly beneficial for our children who are non-verbal or primarily non-verbal communicators, however, it is not limited to this population. Certain AAC methods complement spoken language. The primary objective is to empower all children to communicate effectively, regardless of the mode of communication, enabling them to express their preferences, desires, and needs. All children must possess the ability to seek assistance, contribute to conversations, and voice dislike when necessary.
Some children rely on AAC as their main way of communicating, while others use it to help clarify their message. For example, a child with Apraxia of Speech has difficulty planning speech movements due to trouble with brain function. Using a device can be life-changing for them, even if they are able to speak some words and phrases. Similarly, a child with spoken language that is hard to understand in their community can use a device to express themselves clearly and reduce frustration.
If a patient has an intellectual disability or cognitive delays, they won’t be able to use AAC successfully.
Per the American Speech-Language-Hearing Association, “The currently accepted evidence suggests that there are no specific prerequisites (e.g., age, cognitive, linguistic, motor) for getting started with AAC.” The decision to introduce AAC should ideally be made in collaboration with the child and their family, a communication device retailer, and a multidisciplinary team. It is imperative to ensure that every child has access to AAC systems that facilitate effective communication. There is no limit to the number of AAC options we can individualize to the unique needs of each user. Our main goal is to find the best and most effective approach for our patients.
Kids should always try low-tech AAC such as communication boards before trying a high-tech device.
Every individual deserves personalized care, especially when it comes to determining the most suitable AAC modality for them. AAC tools and techniques are robust and shouldn’t be viewed as a strict hierarchy, which is a common misconception. Decisions about AAC should be regularly reviewed based on an individual's current abilities and future needs. Different forms of AAC offer opportunities to teach and foster successful communication, without prerequisites to high-tech devices.
Children must have the motor skills to press buttons or icons on a high-tech device.
Not true at all! There are various modalities that do not rely on motor skills. One of the most beautiful parts of AAC is that systems are tailored to individual users, allowing children who may have limited motor skills to access communication devices that suit their needs. With a wide range of low and high-tech devices available, there are endless options for enabling functional communication for children with diverse needs.
Once your child has a high-tech AAC device, they won’t need speech therapy anymore.
SLPs assist families in integrating and teaching their children how to use communication devices through interventions that can be incorporated into everyday life. As children grow, their skills with their AAC devices will also develop. Although every child is unique and some may eventually no longer need speech therapy, typically families require guidance from their SLP. This is especially true at the beginning of their AAC journey as they begin to understand the device or system. It is a myth that a high-tech device serves as a “fix all” to communication delays or disorders.
The use of AAC should only be a last resort when it becomes clear a patient will not develop enough spoken language to effectively communicate.
This is a very common misconception! Many people believe that AAC should only be considered after trying everything else, because they think that every option needs to be exhausted before using a device. However, I believe this is simply due to a lack of education about AAC and its benefits within our communities. There is a lot of research that shows that introducing a child to AAC at an early stage can facilitate the development of their communication skills by providing essential support.
What should a parent do if they have questions about AAC?
I absolutely love helping parents understand the different ways children communicate! It's so important to know that verbal language isn't the only way! AAC devices are amazing because they give children a powerful way to express themselves and connect with the world. If you feel like your child could benefit from the use of AAC, reach out to Therapy Tree Services. We are always here to answer any questions parents have and to help them better support their child’s communication needs.
References:
American Speech-Language-Hearing Association | asha. (n.d.). https://www.asha.org/
Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication:
Supporting children & adults with complex communication needs(4th ed.). Paul H. Brookes.
Blischak, D., Lomardino, L., & Dyson, A. (2003). Use of speech-generating devices: in support
of natural speech. Augmentative and Alternative Communication, 19:1, 29-35.
Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., Paul, D.,
Romski, M. A., Sevcik, R., Siegel, E., Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121–138.
Kangas, K., & Lloyd, L. (1988). Early cognitive skills as prerequisites to augmentative and
alternative communication use: What are we waiting for? Augmentative and Alternative Communication, 4 (4), 211-221.
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