Augmentative and Alternative Communication (AAC)
This domain tests AAC assessment, symbol and access selection, implementation, and partner training.
Core rules
- AAC includes unaided systems such as gestures and signs, and aided systems such as picture boards, speech-generating devices, and tablet apps. Low-tech and high-tech options are both valid.
- Assessment considers communication needs, motor access, vision, hearing, cognition, literacy, environment, and partner support. There are no prerequisite skills such as a fixed IQ or age before AAC.
- Core vocabulary supports frequent messages; fringe vocabulary supports specific contexts. Access methods include direct selection, eye gaze, scanning, and switch use.
- Successful AAC depends on partner training, modeling, vocabulary organization, and ongoing data.
Worked example
A 6-year-old with cerebral palsy has no reliable speech, understands routine language, and can control eye gaze. A high-tech device with eye-gaze access and core vocabulary is trialed alongside a low-tech backup board. The team trains classroom staff to model aided language and wait for responses. Progress is measured by spontaneous communicative turns, not only device accuracy.
Traps that cost marks
- Waiting for a “cognitive prerequisite” before AAC.
- Choosing a device without trialing access and vocabulary layout.
- Ignoring partner training and classroom implementation.
- Measuring only symbol matching rather than functional communication.