Every time you set out to learn something new, like a sport or hobby, you start out as a beginner. That doesn’t stop you from getting started. The same is true for Augmentative and Alternative Communication (AAC). For many individuals, AAC is their first experience with robust language. Having someone to motivate, teach, and believe in their ability to communicate makes all the difference. Our support is essential in helping them get started! 

What is Presuming Competence? 🔗

A common question when considering communication options is: “Is the individual ready for high-tech AAC?”

The short answer is “Yes.”

Presuming competence in AAC means recognizing the AAC user’s capacity to understand, learn, and communicate, even if it isn’t immediately apparent. We want to provide access to rich language, meaningful choices, and opportunities for expression.

Early Language Exposure🔗

By 18 months, children learning verbal language have been exposed to thousands of hours of spoken language, according to AAC Community, yet we do not expect them to be fluent speakers. If we do not offer AAC users this same early experience, we risk putting them “behind” their speaking peers when it comes to language exposure, and therefore language learning. This is why beginning AAC as early as possible is so important – it increases access to language and supports stronger outcomes over time.

Don’t Wait to Start🔗

Communication is a human right. A child may not appear “ready,” but language is learned through exposure and use. Current best practices, including guidance from organizations like the American Speech-Language-Hearing Association (ASHA), emphasize that AAC should not be delayed while waiting for a child to demonstrate readiness. While systems and support should always be individual to users’ needs, access to communication must never depend on meeting specific skills first.

ABA professionals often spend significant time with AAC users, making them essential partners in AAC success. Through consistent exposure, natural opportunities, and ongoing modeling, BCBAs can play a powerful role in helping individuals build meaningful communication skills across everyday environments. 

Individualized Supports🔗

The research shows there are no pre-requisites to begin AAC.

AAC devices and their implementation are meant to be individualized. This means we can accommodate an AAC user with specific needs while still giving them access to the robust communication system they deserve.

If they are not yet discriminating between pictures, we may select an app that emphasizes a motor planning approach (such as with the speech application LAMP) to locate icons rather than looking for specific images. For AAC users who aren’t yet demonstrating knowledge of cause and effect, an AAC device allows them to learn this concept through practical application.

Social Participation🔗

Beyond expressing fundamental wants and needs, communication is also how we forge social connections. According to the article, “There Are No Prerequisites for Communication,” if communication supports would help a child engage with their environment, participate more fully in the classroom, interact with peers, or advocate for their needs, then that alone is reason enough to provide AAC.

Conclusion🔗

AAC does not require prerequisite skills; everyone is ready to communicate. Waiting for an individual to “prove they are ready” can unintentionally limit their opportunities to learn and develop language. If you’re unsure whether the individual is ready for AAC, reach out to your SLP before delaying access. Presuming competence, combined with early access to a robust AAC system and consistent modeling, leads to meaningful, long-term success. If you have questions about implementing AAC, our SLP Empowerment Team is here to help every step of the way.