What is AAC?

Augmentative and alternative communication (AAC) can include any strategy used to express thoughts, needs, wants and ideas. Examples of common AAC strategies might include sign language, picture communication boards and voice output communication devices. Many AAC strategies use picture symbols, letters, words and phrases to represent the messages needed to talk about objects, people and places. Individuals with communication challenges use AAC to supplement their existing speech or replace speech that is not functional.

Who can use AAC?

Any individual who is nonverbal or who has limited speech can benefit from the use of AAC. It is never too early or too late to introduce AAC. Children who do not have the ability to communicate can potentially fall behind in developing their receptive and expressive language skills. Adults who are not able to communicate may become isolated. AAC is often considered for children with intellectual disability who do not develop speech in the traditional way, or experience significant delay in their communication development. It is also often a consideration for adults with intellectual disability who need a way to express themselves more independently and/or appropriately.

With AAC, individuals with intellectual disabilities can:

• Develop language skills, both expressive and receptive.
• Increase opportunities for communication.
• Communicate appropriately.
• Actively engage in communication.
• Communicate more complex concepts than their current methods of communication might allow.

AAC devices can give individuals living with intellectual disability a voice and provide them with the tools they need to communicate with the world around them.

Why should AAC be used to help individuals with Intellectual Disability?

To Enhance Communication
The primary goal of using AAC strategies is to enhance communication, not to replace or inhibit the existing communication skills of the individual. Most AAC users continue to use their existing communication skills (e.g. verbalizations, facial expressions, gestures, etc.) in addition to an AAC device. AAC devices should be made available to help individuals with intellectual disability express themselves, increase social interaction with others, support academic and/or work performance, and enhance feelings of self-worth. AAC intervention strives to determine the communication, behavioral and social needs of the individual, identify the individual's strengths and match those strengths to possible AAC solutions.

To Support Learning and Participation
While there are many choices available regarding AAC devices, it is important to consider all of the things that make an AAC system appropriate for an individual with intellectual disability.

For individuals with intellectual disability, an AAC device should:

• Increase participation in the community, home, the classroom or work setting.
• Address IEP and/or personal goals.
• Support timely and interactive communication.
• Provide meaningful messages to the communication partner (e.g., parent, sibling, teacher, coworker, etc.).
• Support language and literacy learning through a robust and structured language system.
• Encourage successful day-to-day interaction.
• Be appropriate for the individual's age and communication ability level.
• Provide positive behavioral supports.

Many individuals with intellectual disability...	DynaVox communication devices can...
Understand language that is specific.	Manage a large amount of specific vocabulary to support communication in the home, school, workplace and community.
Gain greater understanding when visual supports are present.	Present vocabulary, schedules and task lists in very visual and dynamic ways.
Understand better when information is broken down and delivered in smaller parcels.	Deliver information (e.g., stories that support social skills development) step-by-step, giving the individual time to comprehend the information before moving on to the next step.