Selecting an augmentative and alternative communication (AAC) system, for an autistic child is about far more than choosing a device, app, or set of symbols. Meaningful communication begins with understanding the child as an individual—what captures their attention, what motivates them, and how they currently connect with others. When AAC selection is grounded in a deep knowledge of the child, the system becomes not just a tool, but a bridge to authentic, functional communication across everyday experiences.

Before teaching, it is important to ask ourselves: What does this child need in order to be successful? Because every child has a unique combination of abilities, challenges, and interests, effective AAC instruction requires thoughtful observation, planning, and personalization. Each step of teaching should intentionally support ongoing opportunities for independent and spontaneous communication.

Understanding Current Skills

With this foundation in mind, the process of selecting an AAC system becomes clearer and more purposeful. Rather than starting with the features of a device or program, teams can begin by examining what supports the learner’s needs, and how symbols, layout, and vocabulary can best align with their strengths. When assessment and planning are guided by the child’s needs, AAC systems are more likely to be usable, motivating, and sustainable over time.

As observation is the first step to determining which AAC may be the best fit, consider the following while watching the learner in everyday activities:

  • Fine motor skills: Can they point with one finger? Pick up small objects? Press a button accurately?
  • Joint attention: Do they follow a point or attempt to gain another person’s attention?
  • Imitation: Are they able to copy simple actions, movements or gestures?
  • Interest in interaction: Do they enjoy being in close proximity with others? Show interest in being social?
  • Initiation: Do they spontaneously start a game, activity or attempt to communicate?
  • Discrimination: Can they recognize and differentiate between pictures or symbols?

These observations are highly valuable when they are from not only the classroom or therapy setting but from the families. Special educators, speech-language pathologists, paraprofessionals, and families each see the child in different environments, and combining these perspectives helps create a more complete picture of the learner’s communication profile (download our Free Preference Assessment Tool below).

For an AAC specialist, this information is especially critical during an AAC assessment. Observations related to attention, imitation, initiation, motor skills, and symbol understanding, help guide decisions about access methods, vocabulary organization, and system complexity. Rather than starting from scratch, the specialist can build on what the child is already demonstrating, making the assessment process more efficient and more closely aligned with the child’s communication needs.

 

Choosing the Best Teaching Strategy

Resolving which AAC system is the best fit for a learner is just the first step. The crucial next step is determining how to teach. Before introducing something new, now is the time for the team to consider- what has already helped the learner be successful in other areas?

For example:

  • Do they learn more easily through modeling, when I demonstrate first?
  • Has the learner responded best to physical guidance?
  • Do they respond well to gestures?
  • Have they had success with vocal instructions?

When we’re thoughtful about the strategies we choose, we can reduce frustration, support independence, and and make sure communication isn’t limited to responding to prompts, but is something the child uses throughout the day to connect with people around them. By taking time to observe, talk things through as a team, and learn from one another, we can create learning experiences that help communication grow and carry over across settings.

How to Know If the Method Is Working

The clearest sign of success is progress. Ask yourself: Is the learner now using AAC instead of old behaviors, like pushing, crying, or grabbing, to communicate?

You’ll know the strategy is working when:

  • The child is using their AAC to ask for help, make requests, or make comments.
  • Behaviors of concern decrease because communication has become easier and more effective.
  • Your notes, checklists or data system show steady improvement over time.
  • Multiple people agree that the child’s communication skills are advancing.

When progress is visible in data, behavior, and team agreement, it suggests the strategy is not just being implemented—but is truly working for the child..

The Heart of Communication Instruction

Assessing and preparing for each lesson is the foundation of effective AAC teaching. By observing the child carefully, working together with parents and teaching staff, choosing strategies that match their abilities, and connecting learning to what truly motivates them, we create space for communication to grow naturally and meaningfully.

Teaching communication is not about following a script — it’s about giving every child a voice, a choice, and the power to express themselves.

With thoughtful planning, sensitivity, and the right tools — whether pictures, gestures, or speech generating devices — every child can discover that communication is possible, powerful, and life-changing.

Written by: Soraia Vieira, Director of Pyramid-Brazil

Edited by: Alexis Bondy & Donna Banzhof

* Editorial note: AI-assisted editing tools were used to support revisions for clarity and readability.

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