AAC Myth-busting Series: Part 1 – Early Communication & Timing  

This is the first in our five-part series exploring common misconceptions about augmentative and alternative communication (AAC). Today, we’re focusing on timing and early communication support. 

If you’re reading this, you might be wondering about AAC for your child, student, or client. Maybe someone has suggested it, or perhaps you’re curious about when the “right time” might be. If you’re feeling a bit overwhelmed by all the information, you’re definitely not alone! 

Here’s what we’ll look at today (click the myth to jump to the content):

• AAC Myth 1: “AAC should only be introduced after trying everything else first!”
• AAC Myth 2: “People need to be a certain age to benefit from AAC.”
• AAC Myth 3: “Communication must be completely independent.”
• AAC Myth 4: “People need specific skills before they can benefit from AAC!”
• AAC Myth 5: “You need to understand pictures before you can use AAC.“

Before we dive in, let’s clarify what we mean by AAC…

AAC stands for Augmentative and Alternative Communication.  

The Speech Pathology Australia Augmentative and Alternative Communication Clinical Guideline (2020) defines ‘augmentative’ as being supplemental or in addition to speech.  

Augmentative techniques (e.g. gestures, facial expressions, and items of reference) are commonly used when communicating and interacting with others.  The use of the term ‘alternative’ acknowledges that there are strategies, systems, and techniques other than speech that can be used to communicate. 

In summary: AAC is any communication method that is used in addition to, or as an alternative to speech alone. 

Why is it important to understand what AAC means?

A shared understanding of the meaning of AAC is important. When we discuss AAC throughout this series, we mean all the ways people communicate beyond speech alone. 

As speech pathologists and AAC specialists, we hear myths, queries and questions all the time. The good news? There’s solid research to help guide these decisions, and it’s actually more encouraging than you might expect. 

When Should AAC Be Introduced? 

AAC Myth 1: “AAC should only be introduced after trying everything else first.” 

What research shows: AAC works best when introduced early alongside other communication approaches – these methods complement and strengthen each other. 

Many AAC communicators thrive using multiple communication tools and strategies.  

This might include: 

• high-tech devices, like an AAC device,  
• lite- or low-tech solutions like pictures, photos, printed word boards and communication books, 
• and no-tech solutions like gesture, facial expression, and sign language or key word sign.   

Having various communication options reduces frustration and builds language skills across different situations. 

The reality: There’s no need to wait. Early introduction of AAC creates more opportunities for communication, not fewer. 

AAC Myth 2: “People need to be a certain age to benefit from AAC.” 

What research shows: Communication development begins at birth! AAC can be meaningful and beneficial at any age, with systems adapted to match individual developmental stages and interests. 

Early exposure to language-rich environments – including AAC – supports communication development regardless of age. Families often find that even very young children can engage meaningfully with AAC when it’s presented in fun, motivating ways. 

The reality: It’s never too early – or too late – to expand communication opportunities. Whether someone is 18 months or 18 years old, AAC can open new doors for communication. 

Independent Communication and Support 

AAC Myth 3: “Communication must be completely independent.” 

What research shows: Communication is rarely 100% independent.  

Communication naturally involves a sender and a receiver — it’s a two-way process where we build meaning together through back-and-forth interaction. All conversations and communicators can sometimes benefit from clarification, and support for shared understanding. Familiar communication partners often assist with interpreting, clarifying, and supporting understanding to help conversations flow smoothly. 

Communication partners who are open to all forms of communication methods are more likely to notice and support communication attempts, which builds meaningful connection with a person over time. Communication partners can also ensure a variety of AAC supports and tools are available for a person to use across environments. Building communication using AAC requires ongoing training and support for both users and partners. 

The reality: Communication is naturally collaborative.  

A person can send a message in many different ways, and may need various levels of support to do so! What’s important is that a communication partner notices, engages, and connects with that person and their message.  

The goal is meaningful interaction and connection, not perfect independence. AAC is another tool in the toolkit for building connection between communicators where one or both people does not rely on speech as their primary communication method. 

Understanding Prerequisites and Readiness 

Myth 4: “People need specific skills before they can benefit from AAC.” 

What research shows: ANYONE can learn and benefit from AAC. 

Everyone communicates! Assuming ALL individuals have the potential to connect is fundamental. Modern AAC vocabularies offer options for all physical, cognitive, and literacy needs. Working with your local consultant can assist in finding the best fit. 

The reality: Skills develop through use and exposure. Rather than waiting for prerequisites, we can provide AAC and watch skills emerge through meaningful communication experiences.

 

AAC Myth 5: “You need to understand pictures before you can use AAC” 

What research shows: Visual symbol understanding develops through exposure and use. Also, not all AAC is symbol-based — some people benefit from text-based systems, voice recording devices, tactile systems, or other non-visual approaches. Many people learn to understand symbols by experiencing them in meaningful contexts over time. 

Developmental word learning is not always related to symbol comprehension. People learning language may be paying more attention to what people are trying to communicate and why. This suggests that an understanding of symbols can grow and change as they develop. 

Starting with highly motivating and meaningful vocabulary, regardless of symbol representation, creates opportunities for learning. People learning language often learn best from observing, listening, and using as many cues as possible to understand what a person might be trying to say. This can include the person’s words, gestures, body language, tone of voice, facial expressions, objects, signs, and symbols. Some people may benefit from photos, others from line drawings, tactile systems, and still others from text-based systems. 

The reality: Understanding grows through experience. When we use symbols in context during activities people enjoy, comprehension develops naturally. 

Moving Forward: Creating Early Opportunities 

When we understand these research findings, it becomes much easier to make confident decisions about AAC. The science is clear: early access to communication tools helps people thrive. 

If you’re a parent reading this, trust your instincts. If you think your child might benefit from AAC, they probably will.  

If you’re a professional, remember that we can always start where someone is and grow from there. 

The beautiful thing about AAC? It meets people where they are and grows with them. There’s no “wrong” time to start – only new opportunities for connection and expression. 

A Word on Waiting: The Importance of Early Communication Access 

Delaying AAC access while waiting for “readiness” has real consequences: 

Lost learning opportunities: The first three years of life are critical for brain development. Early exposure to rich language environments – including AAC – supports optimal neural pathway formation. 

Increased frustration: When people have complex thoughts but limited ways to express them, communication breakdowns and behavioural challenges often increase. 

Missed social connections: Communication is how we build relationships. Early AAC access supports social participation and meaningful connections with others. 

The reality: AAC positively impacts communication, language development, cognitive growth, and reading skills. Research shows the long-term benefits of early AAC intervention are consistently positive. 

Curious about exploring AAC options?  

Contact our team today about device trials and discover the communication possibilities for your family! 

Interested in learning more about AAC? Join one of our upcoming workshops or training events. Check out our full calendar here.  

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References: 

Myth 1 

Cress, Cynthia J. and Marvin, Christine A. (2003). Common Questions about AAC Services in Early Intervention. Augmentative and Alternative Communication, 19(4), 254-272. 

Romski, M., & Sevcik, R. A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18(3), 174–185.  

Burch, Hannah, “Myths and Misconceptions of Alternative and Augmentative Communication” (2020). WWU Honors College Senior Projects. 380.  

Ashlyn L. Smith, Andrea Barton-Hulsey and Nonye Nwosu. AAC and Families: Dispelling Myths and Empowering Parents.2016. SIG 12 Augmentative and Alternative Communication  

Romski, M., Sevcik, R. A., Barton-Hulsey, A., & Whitmore, A. S. (2015). Early Intervention and AAC: What a Difference 30 Years Makes. Augmentative and Alternative Communication, 31(3), 181–202. https://doi.org/10.3109/07434618.2015.1064163  

Myth 2 

Romski, M., & Sevcik, R. A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18(3), 174–185.  

Burch, Hannah, “Myths and Misconceptions of Alternative and Augmentative Communication” (2020). WWU Honors College Senior Projects. 380.  

Ashlyn L. Smith, Andrea Barton-Hulsey and Nonye Nwosu. AAC and Families: Dispelling Myths and Empowering Parents.2016. SIG 12 Augmentative and Alternative Communication  

Romski, M., Sevcik, R. A., Barton-Hulsey, A., & Whitmore, A. S. (2015). Early Intervention and AAC: What a Difference 30 Years Makes. Augmentative and Alternative Communication, 31(3), 181–202. https://doi.org/10.3109/07434618.2015.1064163  

Myth 3 

Bailey, R., Parette, H. Jr., Stoner, J., Angell, M. & Carroll, K. (2006). Family members’ perceptions of augmentative and alternative communication device use. Language Speech & Hearing in the Schools. 37 (1), 50-60. 

Fager, S., Hux, K., Beukelman, D.R. & Karantounis, R. (2006). Augmentative and alternative communication use and acceptance by adults with traumatic brain injury. Augmentative and Alternative Communication, 22 (1), 37-47. 

Lasker, J. P. & Bedrosian, J. L. (2001). Promoting acceptance of augmentative and alternative communication by adults with acquired communication disorders, Augmentative and Alternative Communication, 17 (3), 141 — 153. 

Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5 (2), 137-144. 

Romski, M., & Sevcik, R. A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18(3), 174–185. 

Burch, Hannah, “Myths and Misconceptions of Alternative and Augmentative Communication” (2020). WWU Honors College Senior Projects. 380. 

Ashlyn L. Smith, Andrea Barton-Hulsey and Nonye Nwosu. AAC and Families: Dispelling Myths and Empowering Parents.2016. SIG 12 Augmentative and Alternative Communication 

Romski, M., Sevcik, R. A., Barton-Hulsey, A., & Whitmore, A. S. (2015). Early Intervention and AAC: What a Difference 30 Years Makes. Augmentative and Alternative Communication, 31(3), 181–202. https://doi.org/10.3109/07434618.2015.1064163 

Myth 4 

Kangas, K., & Lloyd, L. (1988). Early cognitive skills as prerequisites to augmentative and alternative communication use: What are we waiting for? Augmentative and Alternative Communication, 4(4), 211-221. 

Romski, M., & Sevcik, R. A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18(3), 174–185.  

Myth 5 

Laura L. Namy , Aimee L. Campbell & Michael Tomasello (2004) The Changing Role of Iconicity in Non-Verbal Symbol Learning: A U-Shaped Trajectory in the Acquisition of Arbitrary Gestures, Journal of Cognition and Development, 5:1, 37-57, DOI: 10.1207/s15327647jcd0501_3  

National Scientific Council on the Developing Child (2007). The timing and quality of early experiences combine to shape brain architecture: Working paper #5.