Augmentative and alternative communication for autistic children
Spoken language can sometimes be challenging for autistic children. So some autistic children benefit from using other approaches to communicate. These approaches include hand signs or pictures. These approaches are often called ‘augmentative and alternative communication’.
If you introduce an augmentative and alternative communication system as early as possible, your autistic child is more likely to use it to communicate. A speech pathologist can help you find the right system for your child and help you learn to use it.
Augmentative and alternative communication systems: what are they?
Augmentative communication is when communication systems like hand signs or pictures are used as support for spoken language.
Alternative communication is when communication systems are used in place of spoken language.
Augmentative and alternative communication systems pair tasks, actions, objects or concepts with hand signs or pictures. For example, an apple is paired with the hand sign for apple. The spoken word for the task, action, object or concept is used at the same time as the hand sign or picture.
There are 2 types of augmentative and alternative communication systems – unaided and aided.
Unaided augmentative and alternative communication systems don’t need any equipment. They use hand signs to support spoken language, or as the main way of communicating. For example, they might use Key Word Sign.
Aided augmentative and alternative communication systems can be low-tech or high-tech:
- Low-tech systems use equipment like cards, boards or books with photos or pictures that represent tasks, actions or objects. Autistic children can learn to use these tools to understand what people are saying, ask for what they need, make comments and answer other people’s questions. Picture Exchange Communication Systems (PECS) and visual timetables are examples.
- High-tech systems include speech-generating devices. There are also apps that can be used on tablets and other everyday devices to help children develop communication skills.
How augmentative and alternative communication systems help autistic children
Augmentative and alternative communication systems can help autistic children learn and use words. That’s because children remember the visual image of the object, picture or hand sign that’s paired with the word and its speech sounds.
Augmentative and alternative communication systems can also improve children’s understanding of words. This is because speech on its own can be very quick, whereas a visual image lasts longer and often stays still. Also, people tend to slow down when they’re using visual aids or hand signs. For example, they slow down to recall a specific hand sign, find the right picture, add emphasis, or ensure the child has seen the whole message. This all gives children more time to understand information and helps children avoid information overload.
Augmentative and alternative communication systems don’t interfere with the development of children’s spoken language skills.
Augmentative and alternative communication systems can help your autistic child communicate their needs and wants in consistent and positive ways. Because these systems improve understanding between you and your child, they can reduce frustration, anxiety and stress. Less stress and better communication can add up to a stronger relationship between you and your child and between your child and their siblings, peers and carers.
Choosing augmentative and alternative communication systems for autistic children
The augmentative and alternative communication systems you choose will depend on a few things, including:
- your autistic child’s strengths and needs
- the current stage of your child’s communication development
- your ability to use the systems regularly
- the ability of your family and your child’s other carers to use the systems.
Here are questions to think about when you’re choosing an augmentative and alternative communication system:
Your child’s goals, strengths and abilities
- Is the system a temporary support for your child until their spoken language develops, or is it likely to become your child’s main way of communicating?
- Does the system allow your child to communicate for different purposes? For example, to ask for things, make comments and say no?
- Does the system suit your child’s strengths and needs? For example, does your child learn better using photos or symbols?
- Is your child physically capable of using the system? For example, does your child have the fine motor control for hand signs?
Other people
- How likely is it that other people, like teachers and friends, will learn and use the system?
- What systems are used at your child’s preschool, kindergarten or early intervention service?
Practical issues
- Is the system portable?
- Can you and your child learn the system easily?
- Can you update the system yourself at home?
- Are there financial considerations?
Some families find it helps their children most when there’s one device for communication and a separate device for games and entertainment. This helps children and families to manage screen and digital technology use.
Therapies and supports to improve communication for autistic children
Therapies and supports that can develop autistic children’s communication skills include the following:
- Visual supports and strategies: these use symbols, photographs, written words and objects to help autistic children process information, use language, and understand and interact with the world around them.
- Functional Communication Training (FCT): this focuses on replacing behaviour that negatively affects children or other people with other types of communication that serve the same purpose. For example, a child might scream when they want a toy and can’t ask for it. In FCT, children can learn other ways to ask for the toy, like using Key Word Sign or handing someone a picture of the toy.
- More Than Words: this focuses on promoting autistic children’s language development by helping parents learn to understand and respond to their child’s communication style.