Understanding the Use of AAC Devices for Autism

Generally, people think about speaking using spoken words when referring to communication. However, there are a myriad of other ways people communicate. We know body language and facial expressions alone are hugely supportive of understanding meaning and context. We also know how important tone is when speaking using traditional language. Yet, for children without verbal language skills, these are communication modes are not possible. For these children, operating in a world that relies primarily on verbal output, can be extremely distressing and difficult. 

So, what can be done for those without verbal language communication skills? A lot! That’s where AAC devices come in. When we talk about AAC devices for students with autism spectrum disorder or special education classroom, we’re referring to Augmentative and Alternative Communication Devices. Put simply, this means an individual is using another form of communicating besides speech. 

There isn’t just one type of AAC for students to access in their special education school environment. There are many ways teachers can facilitate social interactions and learning with AAC playing a crucial role in their success. We’re going to look at AAC from many different angles. We’ll discuss the ins and outs of AAC in autism, why it matters, the types of devices, when to consider using them, how to use them with core vocabulary, modeling use, barriers to success, and provide some tips on navigating their use within a team environment. 

The most important thing to remember, is that these devices allow students self-expression beyond verbal capacity. How that shows up for students in the classroom will vary, but it is up to us as educators to provide as many opportunities for students to express themselves in their school community.

Here are the basics: A Brief History of AAC

As mentioned above, the definition of AAC is Augmentative and Alternative Communication. AAC has been around in some form since the 1920s with the F. Hall Roe Communication Board. This board held letters and words that an individual could point to and create words or sentences. Prior to this technology, non-verbal or limited verbal individuals were often looked at as also having an intellectual disability.  Of course today, we know that the ability to speak, or not, is not an indicator of intellectual ability. 

Originally, AAC tools were mostly used for individuals with physical disabilities. Think: picture boards, manual communication books, and partner-assisted scanning. It wasn’t until the ’90s and early 2000s that AAC began gaining traction as a valuable support for individuals with autism to help fill in the communication gap—those who lacked verbal communication or were minimally verbal.

The shift happened as more research was done that showed AAC not only supports, but can actually boost speech and language development. Around this time, PECS (Picture Exchange Communication System) became widespread in early intervention and special education. If you’re a seasoned special education teacher, you likely used these tools in their early iterations. 

Fast forward to the present: AAC has entered the digital era. With the rise of tablets, touchscreens, and voice-output communication apps, AAC is now extremely accessible, customizable, and more intuitive than ever. 

Why AAC Matters for Autistic Individuals

“Full interpersonal communication substantially enhances an individual’s potential for education, employment, and independence. Therefore, it is imperative that the goal of augmentative and alternative communication (AAC) use be the most effective interactive communication possible. Anything less represents a compromise of the individual’s human potential.”
— American Speech-Hearing Association (ASHA)

Today, both low-tech tools and high-tech speech-generating devices have become essential communication strategies for individuals on the autism spectrum to enhance quality of life. Our ability to communicate is so clearly tied to how connected we feel in our communities and in our lives. This communication drives our needs being met-physically and emotionally. 

Schools are often the first place where autistic students are given this valuable tool as a means to communicate. Educational settings are often where children are identified and provided services for autism-related needs. Speech-language pathologists provide services that are an integral piece of this for so many children. 

And let’s be clear, I am NOT a SLP- I am a teacher who has spent time learning from very talented SLPs to help generalize what they do in the therapy room to my classroom and beyond.

It’s important that us, as teachers, understand these devices, how to use them effectively, and how to ensure access to them in our classrooms so that we can assist our students in expressing their needs through any modality necessary.

Types of AAC Devices for Autism

Essentially, there are two main buckets that AAC devices fall into: low-tech and high-tech. As you can imagine, both support verbal speech, if a child is able, but depending on individual needs, one option may be more appropriate than another. 

People of all ages benefit from AAC devices of any kind, but generally high-tech devices tend to be used more prevalently as students get older. Let’s talk about the different kinds of devices a little more closely.

Low-Tech AAC

• PECS (picture exchange communication system)
• visual supports and schedules
• communication boards

These types of devices are helpful for students who do well with identifying visuals like pictures. Communication boards and PECS can be customized to suit the needs of each individual and can be swapped out pretty easily when needs/schedules/routines change. I’ve used all of these AAC intervention options in my classroom and each one has proved to play a vital role in supporting students in greater participation, getting their needs met, and following classroom expectations.

These devices are low-tech which means they require a lot less money to create. In fact, most of these are simply created by printing, laminating, and velcroing-what every special education teacher does on repeat anyway! They are easily brought to various settings within the school environment and are young children friendly. 

Here are some additional ways I’ve used these devices in my classroom:

• Previewing the daily schedule with students
• First-Then boards
• Emotional regulation supports
• I want-I need boards

You can use these within so many of your daily activities when a student requires additional support. You don’t have to use them all day, everyday if that’s not helpful to the student. Sometimes there are some pockets of the day where you’ll lean on more communication tools than others, and that’s okay too. The goals is to increase communication as naturally as we can and these low-tech options are a great way to do so when you don’t need, or have the funds, for higher-tech devices. 

High-Tech Devices 

Now let’s talk about higher technology driven devices. These AAC options generally revolve around the use of an iPad, applications on a computer, or speech generating devices (SGD). Whether you’re a fan of technology, or not, you can’t deny that our technological advancements have played a significant role in supporting people with special needs.

We’re now able to use technology to better an individual’s quality of life and that is such a gift.

Applications on iPads and smartphones alone provide a ton of communication options

• symbol-based communication
• text-to-speech capabilities
• and customizable communication grids

There are a bunch of high-tech AAC devices out there and with technology and AI advancements, there will be even more. Below are some of the ones I’ve used in my practice. Make sure to read the blog post about AAC devices for students with autism here.

• Tobii Dynavox with TD Snap: One of my favorites because it focuses on the use of core vocabulary. This is a great way to teach students who use an aac system how to use it effectively. You can learn more about core vocabulary here.
• ProLoQuo: An app for an iPad or other decide which means that is able to be used on an existing device if needed. You can build up vocabulary as the learner grows, change the size of icons, and customize it as needed.
• PRC-Saltillo with LAMP Words: If you want to focus on LAMP, this is a great option for you!

The potability of handheld devices allow students with autism to take their devices with them throughout school and even home. They become a vital part of their daily life. These high-tech AAC devices are helpful in saving settings, pre-determined thoughts/phrases, and are able to be completely customizable. 

Whether you opt for low-tech or high-tech options, both will support nonverbal individuals with expressive communication.

When to Consider AAC for Autistic children in the classroom

Now that you know some options available to you, we’re going to touch on when an AAC device would be recommended for a child. It’s important to note that technology-based AAC devices in the school system are apart of the IEP process. If a child qualifies for speech and language services, they may also be eligible for an assistive device. While you don’t need an IEP or any qualifications to present a struggling student with low-tech communication supports like PECS and first-then boards, the process around technology is a little different.

As a teacher, you cannot recommend a specific device, this will be done following an assistive technology evaluation by a trained individual (typically an SLP).

But, if you have a student who is struggling with the following, you may want to begin implementing some low-tech AAC supports:

• emotional regulation difficulties
• fusing gestures to get attention, communicate
• echoing language without using appropriately
• student has greater receptive language than expressive

Here are some signs a more formal AAC device may be required:

• low-tech options are not working anymore or student is aging out of them
• they work well with technology and have a natural ability
• motor skills required to navigate the tech are present
• speech and language pathologist is recommending one

Core Vocabulary for AAC Users

One of the ways that AAC really shines in the special education classroom is with core vocabulary. If you don’t know, core vocabulary refers to the small set of words that make up over 80% of what we say conversationally. Yes, 80%! That’s why teaching core vocabulary can be a game-changer for students that require AAC devices. 

The sooner we begin teaching and working with core vocabulary with an AAC user, the quicker that student is able to overcome their communication difficulties. For this reason, core vocabulary is so much more useful to developing communication skills with AAC users. When these words are taught and implemented within an AAC system, the user is able to communicate their needs and desires much more effectively with far less effort.

When we look at what words to teach our students, it’s helpful to ask these 3 questions:

• What do they need to say or share?
• How do they want others to respond?
• What types of contexts are relevant (e.g., school, home, medical appointments)?

You can read more about core vocabulary and AAC devices on this blog post and more about teaching core vocabulary in your special education classroom here.

Addressing Common Barriers to AAC Use

As with anything, there are drawbacks and hurdles to overcome when implementing the use of AAC devices. One common issue with any AAC device when you’re working with children, is that the device gets left or misplaced. Sometimes students don’t bring the device back to school, or they leave it in another classroom on the other side of campus. Sometimes the device gets lost and it takes a village to track it down. This can be a very frustrating aspect of any system because they are not easily replicable.

Another big issue can be using the device with fidelity. So many of our students have learned how to communicate their needs without the use of a device. That means that there are a lot of situations the student will have to re-learn how to communicate in using their new device. The adult supports working with the student also need to be on the same page with how the device is getting implemented. The best way to teach students how to use this is model model model. Read this blog post to learn how to do just that.

Another layer of this is parents. If the device is going home with the student (which it should be), are we providing education around its use at home? These are all important things to think about.

Does AAC Take the Place of Speech?

In short, no! One of the biggest misconceptions about AAC is that it can delay, or replace, a child’s ability to speak. When in fact, research shows the opposite is true. AAC can actually support and enhance speech development by giving children a reliable way to express themselves. When we reduce frustration and increase a student’s motivation to communicate, they’re better prepared to tap into those more difficult skills. 

When a student realizes that they can make things that they want to happen, happen, like asking for a snack, sharing an idea, or answering a question, they tend to become more engaged. Their confidence is boosted and they feel safe enough to take more risks with their communication. 

In many cases, AAC serves as a bridge: it provides access to language and social interaction while also encouraging verbal speech when, and if, it becomes possible. Whether a child eventually uses speech, a device, or both, the goal is always the same—effective, meaningful communication.

The Role of Support Teams in AAC Success

You can probably tell that AAC requires more than than one day to put it in place. With all the layers included in ensuring it is running smoothly, it’s important to have a solid team that is completely on the same page. As mentioned above, depending on the specific needs of you student and their individual strengths, the use of an AAC device may be included in their IEP, or they may be in the process of being referred for one.

The team involved will be different for every student, but these individuals may all play an important role:

• parent
• speech and language pathologist
• special education teacher
• general education teacher
• paraprofessional

Each individual will need to know how to support the student in accessing the device properly to ensure they can communicate effectively. They’ll have to make sure to have a plan in place for when the student is supposed to use the device.

When everyone is on the same page and using the device with fidelity, the child will begin to experience the amazing benefits of using an AAC device to communicate. However, consistency doesn’t mean perfection. It means doing your best as a team to give reliable opportunities for communication, modeling how to use the device naturally throughout the day, and offering grace (to yourself and the student) when it’s not used 100% of the time.

Here are a few practical ways you can get your team on-board in assisting the student with their device.

1. Regular Check-Ins: Set up a super simple system so everyone can communicate what’s working and what needs adjusting. This can look like weekly notes, a monthly meeting, or shared Google docs to keep everyone updated regularly (opt for check boxes instead of sentences here to streamline your data collection). 

2. Shared Training Opportunities: If one person on the team attends AAC training, make sure there’s an opportunity to bring that learning back to the group. Host mini-trainings during staff meetings or offer quick “how-to” videos for parents. You can even use speech sessions- I have had TAs go to speech sessions to observe how to use different AAC systems and how to model on them- it is no additional work for anyone and they get to learn from the experts themselves!

3. Consistent Modeling: Everyone who interacts with the student should feel confident modeling AAC use. It doesn’t have to be perfect, but it should frequent. Model simple phrases, reinforce communication attempts, and celebrate when the student uses their device.

4. Home-School Communication: Give your student’s family easy ideas for using AAC at home: during mealtimes, play, or routines. Give them an easy to follow script to help them stick to it. Help parents see AAC not as a separate tool, but as part of everyday life.

5. Plan for the Unexpected: Devices get lost. Batteries die. Tech crashes. Build backup plans (like printed boards) into your daily routines to prevent communication breakdowns.

Final Thoughts: Building a Communication-Rich Environment

AAC isn’t just a tool, it’s truly an irreplaceable opportunity for greater connection. It’s provides autonomy, deeper understanding, and the kind of confidence that can change a child’s entire life. For autistic students, especially those with limited verbal speech, AAC opens up the possibility to share who they are, what they need, and what they love. It allows them to participate in conversations they wouldn’t have been able to otherwise, express their opinions, and build meaningful relationships. 

When we provide AAC and support it well, we’re not giving students a crutch, we’re giving them access. Access to learning, to inclusion, and to the dignity of being understood. But here’s the thing: AAC success doesn’t come from a single app or device. It comes from the people that work hard to create the individualized systems required for it to work well. From the teams, educators, and families who are willing to show up, stay curious, and believe in the student’s potential. 

Let’s face it, progress may feel slow, messy, and nonexistent at times, but the key is to stay on the path and keep giving students the opportunity to unlock their own version of communication. And you absolutely don’t have to be an AAC expert to make a difference. You don’t have to model perfectly or get it right every time. What matters most is consistency, patience, and the belief that every student has something to say.

AAC is a long game. Some days will feel like breakthroughs, and others will feel like backslides. That’s normal and part of the process. But when we stick with it, when we collaborate and keep showing up, we create a communication-rich environment where students thrive.

We show them that their voice—however it comes—is valuable. We show them that communication is worth the effort. We show them that they’re not alone.

So whether you’re a special education teacher trying to juggle a million things, a paraprofessional learning AAC on the fly, or a parent wondering if your child will ever type a full sentence, you should know that what you’re doing matters.

Keep showing up, supporting, and believing because communication is not a luxury. It’s a human right. And your commitment to AAC might be the very thing that helps a student finally feel seen, heard, and understood.