AAC Beyond the Therapy Room: Sending the Device Home

A QuickTalker Freestyle on the kitchen table

When a child receives an augmentative and alternative communication (AAC) device, a common question is, “Should the device be sent home?”

The short answer is yes!

From a clinical standpoint, consistent access to communication across environments is essential for language development and overall outcomes.

Sending the device home as soon as possible supports practice, modeling, and meaningful communication—far beyond the therapy room or classroom.

AAC is Meant to Go Everywhere🔗

Communication doesn’t stop at the speech therapy session. Spoken language happens all day–communicating at breakfast, in the car, at the grocery store, on the playground, at medical appointments, and at bedtime.

AAC should follow the same principles of unrestricted access.  

Anywhere a child would or could use spoken language, a child with an AAC device should have access to their communication. An AAC device is an individual’s voice.  

Think of an AAC as an extension of an individual’s body. An AAC device is a piece of medical equipment, like glasses, a wheelchair, insulin, or hearing aids. We would never ask a child to “leave your glasses at school.” AAC is no different.

AAC helps individuals:

  • Access their world
  • Express thoughts and needs
  • Build relationships
  • Learn and grow.

Restricting access to only school or speech therapy can limit language exposure and communication opportunities. 

Why Sooner Is Better  🔗

Repetition and immersion drive language learning. For children who use AAC, access across environments isn’t just helpful, it’s necessary.

Jane Korsten, a speech-language pathologist, measured that the average 18-month-old child has 4,380 hours of oral language exposure based on hearing 8 hours of spoken language per day from birth.

A child who uses AAC and receives speech-therapy two times per week for 20-30 minutes would need 84 years to reach the same amount of language exposure (QIAT ListServe, 4/4/2011).

This comparison highlights the importance of unrestricted access to AAC across all environments (at home, school, the car, outside, etc.) and the importance of modeling on the device.

Language growth cannot depend on speech therapy alone.

Individuals who use AAC require aided language input, also known as modeling, across all natural environments. Just as neurotypical language learners receive thousands of hours of spoken input before producing words, AAC users require consistent modeling of their language system without the expectation of output.  

How to Support AAC Users Across Daily Routines🔗

Because communication happens everywhere, AAC support does too.

Model AAC use during:

  • Snack time
  • Playtime at the park
  • Grocery shopping
  • Storytime
  • Bedtime routines

Modeling doesn’t require perfection. It requires presence and consistency.

Because modeling is key in all environments, AAC takes a village. Educators, parents and caregivers, siblings and more are part of the AAC village and can help model with the device.

Common Concerns About Sending the Device Home🔗

Is the child ready for the device to come home?

What if the child doesn’t use the device at home?

What if the device is lost or damaged?

Communication Is a Human Right🔗

Robust communication system access is a best practice and part of ethical service delivery.

Speaking children have access to their voice at all times. Children who use AAC deserve the same access. When the device comes home, a child then has access to tell you about their day, joke with siblings, ask for snack, and participate in family routines.  

The bottom line is that the QuickTalker Freestyle should be sent home with the user as soon as possible.

Anywhere spoken language is used, AAC should be available.

Written by Mara Jonet, MA., CCC-SLP CX Empowerment Team

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