Assistive and Instructional Strategies for Communication

 

Blog 2: Assistive and Instructional Strategies for Communication

Accessing Communication Devices

Students may access Augmentative and Alternative Communication (AAC) devices in different ways depending on their physical and cognitive abilities. Direct selection is the most straightforward—students touch or point to a symbol, picture, or word. This method is fast and natural but requires fine motor skills and good control. For students with limited movement, scanning can be used. In this approach, choices are highlighted one at a time, either visually or through auditory cues, until the student signals “yes” to indicate their choice. Encoding is another strategy, where combinations of numbers, letters, or codes correspond to words or phrases. This allows access to a wider vocabulary but requires memory and cognitive skills. Proper positioning is essential for success: the device must be placed within comfortable reach, pointing tools may be needed, and symbol systems should be matched to the student’s ability to see, understand, and select them. Without these considerations, frustration and communication breakdowns are likely. For EAs, understanding these access methods is critical. You may be asked to adjust seating, set up devices, or model correct use. Supporting students in accessing AAC empowers them to share needs, participate in learning, and connect socially with peers.

Communication Board with Core Symbols – A colorful, clear layout of basic AAC vocabulary—great for showing what a static board might look like.

Tablet-Based AAC Device Interface – Demonstrates a modern communication setup with selectable symbols—ideal for high-tech device representation.

AAC Communication Board Display – Shows a broader array of AAC symbols in a classroom or wall display, useful for visual context

Vocabulary Selection

The usefulness of AAC depends on the words available to the student. Vocabulary should be carefully selected to reflect both everyday needs and emergency situations. General health terms like “pain,” “sick,” “yes,” “no,” and “help” are essential, as they allow students to express basic needs. Emergency phrases such as “help me breathe” or “call nurse” can be life-saving. In addition to these, personalized vocabulary is important. For example, a student who frequently undergoes medical procedures may need words like “bandage,” “tube,” or “medicine.” This allows them not only to communicate discomfort but also to instruct caregivers in their care routines. Vocabulary selection should be collaborative, involving teachers, therapists, families, and the student whenever possible. The words chosen must be age-appropriate and culturally relevant. Overloading the device with unnecessary terms can overwhelm the student, so the vocabulary should balance breadth with usability. EAs play a key role here, as they often see students daily and can notice words that are missing or frequently needed. By recording these observations and communicating them to the team, EAs help ensure the student’s AAC is truly functional, making their voice heard in all settings.

Student Actively Using AAC Device – Realistic use of a device in action, emphasizing independence and functional communication.

Instructional Strategies

Simply giving a student an AAC device is not enough—systematic instruction is necessary. Effective AAC use is taught through modeling, prompting, and reinforcement embedded in everyday routines. For example, an EA might model using the device to say “I want snack,” then prompt the student to press the same symbol. Each attempt should be acknowledged, even if imperfect, to reinforce effort and encourage communication. Instruction should occur across settings—classrooms, playgrounds, and homes—so skills generalize. Training communication partners is equally important. Teachers, peers, and family members must respond consistently to AAC attempts. If partners ignore or misunderstand communication, the student may lose motivation to use the system. Strategies such as aided language stimulation (pointing to symbols while speaking) help students connect spoken words with AAC symbols. For EAs, daily responsibilities include setting up the device, encouraging the student to use it during activities, and supporting peers in understanding responses. Flexibility is key—sometimes extra wait time is needed, or prompts must be faded gradually. Over time, the goal is for the student to initiate communication independently. The EA’s role is to make communication opportunities frequent, natural, and successful, turning AAC from a tool into a genuine voice for the student.

Video: “Implementing the Use of AAC in the Classroom and School”

 https://youtu.be/Z_B08uFddbw

Takeaway for EAs

Your role is to make communication possible. By setting up devices, encouraging use, and reinforcing every attempt, you give students a voice. This is not just about language—it is about dignity, independence, and participation.