When it comes to supporting students with complex communication needs, the journey toward successful AAC (augmentative and alternative communication) use is not just about providing the right device or implementing the perfect strategy. It’s also about recognizing and addressing the barriers that can hinder progress. Today, we’re focusing on attitude barriers—one of the most pervasive challenges to AAC implementation.
For families with children who use augmentative and alternative communication (AAC) devices, this raises an important question: does AAC use count as screen time? The short answer is no—and here’s why.
If a child is spending time in front of a screen, they are not engaged in a 2-way interaction with a caregiver. In regards to language development, when a child is developing language, allowing them a chance to respond is incredibly important.
When we think about helping students use AAC systems, it’s easy to focus on teaching them what buttons to press or how to say words and sentences. But there’s another layer to communication that’s just as important: the social and emotional skills needed to use AAC effectively. These skills, called social-emotional competencies, help AAC users build confidence, navigate challenges, and stay motivated to communicate.
Among the many AAC apps available, Avaz is one option that’s worth exploring. With features that encourage collaboration between home and therapy settings, it can provide valuable support to families navigating the AAC journey.
recent article by Hurtig et al. (2024), "Bridging the Gap: Insights from Telepractice Augmentative and Alternative Communication Services in the Digital Age," highlights the profound and sometimes unexpected advantages telepractice offers for individuals using Augmentative and Alternative Communication (AAC).
