Speech
Is the child's AAC system available to them all day?
Answer: It should be available whenever the child is awake and participating in activities. AAC should not be limited to therapy, academics, or "communication time."
How often do adults model on the AAC system without expecting the child to respond?
Answer: Ideally throughout the day. Aided language stimulation helps children learn AAC the same way speaking children learn language through hearing models.
Can all staff members turn on, unlock, and navigate the AAC device?
Answer: Every staff member who works with the student should know basic device operation and troubleshooting.
Are we asking the child to use AAC more than we are modeling it?
Answer: Many teams do. Children need far more AAC input than output demands.
Is the AAC system available during lunch, recess, specials, and community activities?
Communication opportunities occur everywhere, not just in the classroom.
Does the child have access to language for protesting, refusing, and expressing opinions?
Answer: AAC users need access to all communication functions, not just requesting.
Are we unintentionally treating AAC as a therapy tool rather than a communication tool?
AAC should support real-life communication throughout the day, not only structured therapy activities.
How much wait time do we provide after modeling or asking a question?
AAC users need significantly more processing time, sometimes 10-20 seconds or longer.
Can peers understand and support the AAC user's communication?
Answer: Peer training and awareness can increase communication opportunities and social inclusion.
Do classroom staff know where key vocabulary is located on the device?
Staff should become familiar with high-frequency words that are used across settings.
Are we focusing too heavily on requesting?
Requesting is important, but children also need to comment, ask questions, tell stories, joke, and socialize.
Does the AAC user have access to vocabulary related to their interests?
Personalized vocabulary increases engagement and communication motivation.
If the device stopped working today, would staff know what to do?
A backup communication system and troubleshooting plan should be readily available.
How often is AAC incorporated into academic instruction?
Communication should be embedded into reading, writing, math, science, and social studies.
Are we expecting independence before providing enough support?
Independence develops through consistent modeling and guided participation.
Do staff members model mistakes and repairs on AAC?
Modeling communication breakdowns and repairs teaches flexible communication skills.
Is AAC being used during behavior challenges?
AAC can provide a way to express needs, frustrations, and emotions before behaviors escalate.
Are communication opportunities created during preferred activities?
Motivation drives communication growth. Highly preferred activities often create the best opportunities.
Do we treat AAC use as communication, even if the message is imperfect?
Just as we accept approximations in speech development, we should honor approximations in AAC.
Can substitutes and support staff use the student's AAC system?
Communication access should not depend on one knowledgeable staff member.
Are parents comfortable using AAC at home?
Family coaching and simple support strategies can improve carryover across environments.
Does the student have access to core vocabulary throughout the day?
Core words such as "go," "want," "like," "stop," and "help" support communication across activities.
Are we measuring communication success or device usage?
Success should be measured by meaningful communication, participation, and connection with others.
Is AAC visible and accepted in the school culture?
AAC should be viewed as a normal and valued form of communication throughout the building.
If this student spoke verbally, would we limit their communication opportunities the same way?
Often the answer is no. This question helps teams identify barriers that AAC users experience but speaking students do not.