Welcome to Part 4 of our AAC myth-busting series! Today, we’re tackling myths about technology choices, communication systems, and what makes AAC “good.”
Let’s bust some common misconceptions about AAC technology and explore what actually matters for effective communication.
Here’s what we’ll look at today (click the myth to jump to the content):
What research shows: The effectiveness of an AAC system has nothing to do with its price tag or technological complexity. A well-designed communication book can be more effective than a poorly implemented high-tech device.³
This myth shows up in various ways:
The reality: The “best” AAC system is the one that the person actually uses consistently and that provides access to the vocabulary they need. Sometimes that’s a high-tech device. Sometimes it’s a well-organised communication book. Often it’s a combination of multiple tools.
What matters is matching the system to the person’s needs, abilities, preferences, and environments – not choosing the most expensive or technologically advanced option.
What research shows: There’s no evidence that people need to ‘prove themselves’ with restricted vocabulary before accessing comprehensive communication systems. This myth applies equally to high-tech and low-tech – whether someone is using a device or a book, limiting their vocabulary unnecessarily delays communication development.¹
Out in the real world, this myth can sound like:
We don’t give typically developing children “practice words” or limit them to simple vocabulary until they “prove” they can handle complex thoughts. Instead, we surround them with rich language from birth – reading complex stories, having sophisticated conversations, and trusting them to absorb what they’re ready for while growing into the rest.
The reality: People benefit from having access to comprehensive vocabulary from the start. This can be achieved through high-tech devices, extensive low-tech systems, or combinations of both. The key is the vocabulary access, not the technology used to provide it.
What research shows: AAC communicators can use multiple methods and tools depending on the situation. Expecting one system to meet all needs in all contexts is unrealistic.³
Successful AAC communicators might use different tools for different situations:
The reality: Having multiple communication options is a strength, not a sign that something isn’t working. Different tools serve different purposes, and skilled communicators learn to choose the right tool for each situation.
Instead of focusing on technology level or complexity, here’s what research shows actually contributes to successful AAC:
Notice what’s not on this list: price, technology level, or complexity. These factors might influence HOW we achieve the above goals, but they don’t define success.
What research shows: The concept of “readiness” often unnecessarily delays access to more comprehensive communication – regardless of whether we’re talking about high-tech or low-tech systems. Many skills thought to be prerequisites can actually be developed through AAC use.⁴
Traditional “prerequisites” that research has debunked:
The reality: Rather than waiting for readiness, provide access to comprehensive communication and watch skills emerge through meaningful experiences.
What research shows: Waiting for skills to emerge naturally often means missing critical learning opportunities. The “wait and see” approach can actually delay the very development we’re hoping to support.⁵
Here’s what we risk when we delay access to comprehensive communication:
Lost Learning Opportunities
Increased Frustration
Missed Brain Development
The first few years of life are critical for brain development, as this is when the brain has the most neuroplasticity (adaptability). Early exposure to rich language environments – including AAC – supports optimal neural pathway formation.
The reality: The “perfect timing” we’re waiting for often never comes. Starting with comprehensive communication access now creates the foundation for all future development.
What research shows: Successful communication with AAC depends on three key areas working together – what’s called the participation model. Technology is just one piece of the puzzle. use.⁴
The Person
The Communication Partners
The Environment
The reality: Successful AAC isn’t about finding one “perfect” technology. It’s about creating a system where the person has appropriate vocabulary access, skilled partners who support communication, and environments that provide consistent opportunities for meaningful interaction.
When thinking about AAC systems, here are better questions to ask than “Should we start simple?” or “What’s the best device?”
• What vocabulary does this person need access to?
• Which tools (high-tech, low-tech, or both) provide reliable access in their real environments?
• What will communication partners actually be able to support and model consistently?
• What combination of tools gives the most flexibility across different situations?
• How can we ensure access to comprehensive vocabulary from the start?
Remember: comprehensive communication access is a right, not something to be earned. And comprehensive doesn’t mean complicated – it means having access to the vocabulary needed for real participation in life.
The research is clear: starting with access to comprehensive vocabulary leads to better outcomes. How we provide that access – through high-tech, low-tech, or multi-modal approaches – should be based on what works best for each individual person.
Trust the person you’re supporting. Give them access to robust vocabulary from the start. Choose tools based on what actually works in their life, not on assumptions about technology hierarchies.
Part 5 (our final chapter in the series) will wrap up with some of the persistent concerns that keep coming up in our conversations with families and colleagues.
Ready to explore comprehensive communication? Contact our team today to discover how AAC can support fuller, richer communication for you or your loved one.
Interested in learning more about AAC? Join one of our upcoming workshops or training events. Check out our full calendar here. You can also find AAC implementation resources at the Centre for AAC & Autism website.
References:
¹ Holyfield, C., & Lorah, E. (2023). Effects of High-tech Versus Low-tech AAC on Indices of Happiness for School-aged Children with Multiple Disabilities. Journal of Developmental and Physical Disabilities, 35, 209–225.
² Blischak, D., Lombardino, L., & Dyson, A. (2003). Use of speech-generating devices: in support of natural speech. Augmentative and Alternative Communication, 19(1), 29-35.
³ Beukelman, D., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Paul H. Brookes.
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.
⁵ National Scientific Council on the Developing Child (2007). The timing and quality of early experiences combine to shape brain architecture: Working paper #5.
