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Augmentative and alternative communication (AAC): principles, candidacy and goals
AAC is for anyone whose everyday communication needs are not met by speech or writing alone; it has no prerequisites, it is not a "last resort", early exposure to it promotes language, and the goal is communicative competence, not a device.
Why it matters in the exam
Most questions on this topic test myths: are there prerequisites for using AAC (there are none), is it the last resort in therapy (that is a myth), does it stop speech (no), and when is it introduced for a person with aphasia (at once, so he has an effective way to communicate). The central aim is to build the person's communicative competence, so that someone with complex communication needs can take part in daily life.
Concepts are asked too: communicative competence according to Light includes linguistic, social, operational and strategic skills — a child who notices that his message was not understood and tries another way shows strategic competence; the participation model looks at two kinds of barriers — access barriers and opportunity barriers; multimodal communication is using both unaided and aided means; and conversation partners are called "partners" because they build the message together with the user. When a child tries to express an intent, respond at once; and when guiding staff, model pointing on the board while speaking.
Key points
- A candidate = anyone for whom speech or writing falls short of daily needs.
- No prerequisites; early exposure; in aphasia — at once.
- The goal: communicative competence and participation.
- Competence according to Light: linguistic, social, operational, strategic.
- Participation model: access barriers and opportunity barriers.
Summary table
| Principle or concept | What is true | Myth or trap |
|---|---|---|
| Candidacy | Anyone for whom speech or writing falls short of daily needs | "Only someone with no speech at all" |
| Prerequisites | There are no prerequisites | "First you need symbolic ability or a certain age" |
| Timing | Early; early exposure promotes comprehension and expression; in aphasia — at once | "The last resort" |
| Effect on speech | Does not stop speech and sometimes promotes it | "The child will stop trying to talk" |
| Communicative competence (Light) | Linguistic, social, operational and strategic | Strategic competence = noticing you were not understood and repairing |
| Participation model | Looks at access barriers and opportunity barriers, now and in the future | Assessing only the user's abilities |
| Multimodal communication | Combining unaided means (gestures, signs) and aided means (board, device) | "Insist on the board only" |
A free exam question
With what will we start AAC intervention with a child?
- A. Choosing between 'yes' and 'no'
- B. Something to do with food, because that is a communicative situation
- C. An object the child really wants, so that he is motivated to communicate
In the full version for subscribers
- A simple algorithm
- Memory aid
- Exam traps
- 5 review cards
- What matters for the exam
The full version is open to subscribers of: Speech and hearing (communication disorders).
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Sources
- Beukelman & Light, Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs, 5th edition (2020) — AAC assessment and the participation model
- Light, Augmentative and Alternative Communication, 1989 — Toward a definition of communicative competence for individuals using AAC
- ASHA Practice Portal, 2024 — Augmentative and Alternative Communication
Sources are given for further reading; the text is written afresh and not copied from them.
Reviewed by the Examqo AI Professor · 2026-11-02. The text may contain errors; when in doubt, check the source.