What AAC can include
Augmentative and alternative communication, or AAC, includes ways to support or replace spoken communication. Options can include gestures, pictures, communication boards, writing and speech-generating devices. A student may use more than one way to communicate. The ASHA AAC Practice Portal provides a detailed introduction.
Bring a specific communication question
Your team might need help reviewing a student’s current system, planning an evaluation, organizing a trial or deciding how classroom staff can support communication during daily activities. Tell AU what is working, where participation becomes difficult and which people or settings should be part of the consultation.
- AAC consultation and assessment planning
- Evaluation support, feature matching and trial planning
- Communication-partner coaching
- Classroom implementation and team training
- ARD/IEP participation focused on communication access
Plan for use beyond the therapy session
An AU consultation can focus on one routine, such as a classroom discussion, a transition or a team activity. Together, the school team can identify what the student needs to communicate, what tools are already available and what adults need to do consistently. The agreed plan should identify the people responsible for follow-through and how questions will be reviewed.
Coordinate school and family priorities
Students, families, educators and related-service providers bring different information about communication. AU’s role can include helping the team connect those observations to practical next steps. The scope may be a focused consultation, evaluation support or an ongoing arrangement, depending on the need and available staffing.
What you can request
Examples may include the following when agreed in your scope. The specific work, deliverables and follow-up are confirmed before services begin.
Consultation summary
A written summary of communication strengths, barriers and agreed priorities for the settings you identify.
Evaluation or trial plan
Feature-matching considerations, trial activities and an agreed way to record observations and review what is working.
Partner-coaching plan
Practical modeling strategies and a shared routine plan for educators, caregivers and other communication partners.
Implementation next steps
Agreed classroom or home routines, team responsibilities and follow-up questions to support communication beyond the session.
A simple visual-choice example
AU’s Sensory Choice Board offers four options: a quieter space, headphones, a movement break or something else. It illustrates choices for one routine; individualized AAC support considers the person’s broader communication needs.
Open the free Sensory Choice Board (PDF · 1 page)Learn more: ASHA: Augmentative and Alternative Communication.
Common questions
Does AAC always mean a tablet or electronic device?
No. AAC can include non-electronic tools and gestures as well as speech-generating technology. Support is selected for the individual communicator.
Can AU train classroom staff or caregivers?
Communication-partner coaching and team training are part of AU’s consultation scope. The people involved, format and goals are agreed before the session.
Can a school request help with an existing AAC system?
Yes. Explain the current system and the question you want to address. AU will discuss whether a focused consultation or a broader assessment is appropriate.