AAC help: Common phrases and buzzwords

8 minute read

AAC stands for Augmentative and Alternative Communication. AAC are the tools or technology that help people communicate if they can’t rely on speaking. In this blogpost we've summarized some of the most common AAC buzzwords, with a short explanation and links to more information.

AAC Buzzwords
AAC	People who use AAC	Presume competence	Always available
High and low light tech AAC	Multimodal communication	Core words	Fringe words
Alphabet	Communication functions	Balanced and robust vocabulary	Core word boards
Activity specific boards	Communication partners	Wait time	Attributing meaning
Modeling	Response strategies	Prompting	Motor planning
Communication Access	Part-time AAC	AAC mentors

AAC

AAC stands for Augmentative and alternative communication. AAC are the tools or technology that help people communicate if they can’t rely on speaking. When someone uses AAC, it means that they can say anything, to anyone, anywhere and anytime.

Learn more about AAC

People who use AAC

AAC user

A person who communicates in different ways, including using AAC tools, is often called an AAC user.

AAC learner

An AAC learner is still an AAC user, learning how to use their AAC to communicate. AAC learners often need different strategies to support their communication than an AAC user who uses their AAC independently.

Presume competence

Everyone has something to say. Everyone can learn.

When we presume competence, we:

provide opportunities
use the right AAC tools
allow time for communication to develop

Always available

We should set up every environment to make sure AAC is always available. Communication happens when we can reach our AAC quickly and easily.

Don’t leave it in a bag or in a cupboard. Keep it charged. Have it available at all times of the day. Don’t take or put it away.

High and low light tech AAC

High tech AAC uses an iPad or electronic device and usually has a digital voice that speaks aloud. Low tech AAC is printed communication books and boards but we prefer the terms “paper-based AAC” or “light tech AAC”. It is not a less important AAC tool or something only for emergent communicators. Everyone can benefit from both high and light tech AAC.

Multimodal communication

Multimodal communication refers to all the different methods we use to communicate. AAC users are often multimodal communicators. We accept and respect all the ways they communicate.

Some of the different ways we communicate include:

verbal speech
body language and facial expression
gestures and sign language
pointing and looking
showing
a communication device, book or board
pictures or photos in a catalogue, magazine, device or book
typing and spelling
online (social media, email, blog)
emojis

Core words

Core words are the building blocks of language. They add meaning to our message.

Instead of saying “car” and hoping people what know what I mean… I can say “where car?”, “I play car”, “he has new car”, “we went in car”, etc.

Teaching core words gives AAC users power and flexibility in their language.

Fringe words

Fringe words on AAC add specific details to messages.

I can not only say “I like this”, I can say “I like this pizza with ham and pineapple.”

We should take time to personalize fringe words so that they exist on the AAC user’s device.

Alphabet

All AAC tools should include an alphabet. Learning to type to communicate gives people the chance to say a lot, with only 26 letters. Even when an AAC user cannot read or write yet, they should start scribbling with a keyboard as soon as possible. We make sure that AAC includes an alphabet.

Communication functions

We all communicate for a wide variety of reasons every day. We call these reasons communication functions and we can teach and model them. Give your AAC user many reasons to communicate!

Balanced and robust vocabulary

All AAC tools need a vocabulary that should be robust with a comprehensive range of words. There should be a balance of core words, fringe words and the alphabet.

When we have all these things in our AAC, we can communicate for many different reasons.

Core word boards

Core word boards give us printed AAC we can use anywhere and anytime. Each board has a collection of useful and functional core words that can be used to communicate many things.

Download your free set of Quick communication boards

Activity specific boards

Activity boards contain all the words you might need for a specific activity. These can be handy in situations, such as messy play, the beach, or when introducing a new or unfamiliar activity. However, AAC learners should learn to use their AAC system fully so they can communicate in any activity!

Communication partners

Communication partners are all the important people who talk and interact with people using AAC. Building good communication partner skills is crucial in all AAC journeys. A communication partner will:

Provide wait time
Attribute meaning
Model
Use strategies to respond to communication
Provide prompts or cues

Wait time

Using AAC to communicate takes time and providing the time is essential to initiate a conversation, process and allow messages to be composed. Wait and listen.

Attributing meaning

AAC learners tell us a lot with their faces and actions and we should acknowledge that. We attribute meaning when we say “I saw you smiling, you are telling me you ‘LIKE' this” (while pointing to “LIKE” on the AAC).

We also attribute meaning to their attempts at using their AAC. If they tap a word on their AAC, we respond to it meaningfully, even if it seems random.

Modeling

Use AAC to teach AAC. Point to words on the AAC as you talk. AAC users learn when they see their AAC being used to communicate real messages in real situations.

Response strategies

When an AAC learner starts to use their communication tools, you should:

Recognize and respond to all communication attempts
Expand on their message
Show how they can say something in a different way
Model more words

How you respond matters!

Prompting

We give prompts to help our AAC learners use their AAC, preferably verbal (spoken) cues or gestural (action) cues. Say what they can do and show them.

We should avoid using physical (hand over hand) prompts.

Motor planning

Motor planning means that buttons with certain words appear on the same spots on AAC tools. Having fixed spots is especially important for core words, as this helps develop a motor plan and motor memory. We can then find words quickly.