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.
In 2014, Dr. Janice Light expanded her foundational research on AAC competencies to include these social-emotional aspects. While her earlier work focused on linguistic, operational, social, and strategic skills, her update recognized the emotional challenges AAC users face and the importance of addressing them. Let’s explore what these competencies look like and how families, teachers, and therapists can help AAC users develop them.
What Are Social-Emotional Competencies in AAC?
Social-emotional competencies go beyond simply knowing how to use an AAC device. They include:
- Confidence: Believing in one’s ability to communicate, even when it’s hard or unfamiliar.
- Resilience: The ability to keep trying, even when communication is challenging or mistakes are made.
- Motivation: Wanting to communicate and feeling it’s worth the effort.
Imagine learning to speak a second language. Even if you know the words and grammar, using that language in real-life situations can feel intimidating. AAC users face similar challenges—they must navigate not only the mechanics of using their system but also the emotional hurdles of expressing themselves in a new way.
Why Confidence, Resilience, and Motivation Matter
Communication isn’t just about getting words out—it’s about connecting with others. For AAC users, this often requires:
- Overcoming Fear of Mistakes: AAC users may worry about saying the wrong thing or being misunderstood.
- Handling Communication Breakdowns: If someone doesn’t understand their message, they need the resilience to try again.
- Believing in the Value of Communication: Motivation grows when users see their words make an impact, like making a friend laugh or getting a need met.
Without these emotional supports, even the most advanced AAC system can sit unused. That’s why fostering social-emotional competencies is just as important as teaching technical skills.
Practical Strategies to Support Social-Emotional Competencies
Here are some simple, practical ways to help AAC users build confidence, resilience, and motivation:
1. Celebrate Communication with Meaningful Responses
• When a student uses their AAC to make a request or share an idea, respond directly to their message.
• For example: If a student says, “I want help,” respond with, “I hear that you want help. Let me help you.”
• If they ask for something unavailable, acknowledge their request: “I know you asked for your iPad. We’ll use it after lunch.”
• Avoid generic praise for the act of communicating, like, “Good job telling me.” Instead, focus on showing that their communication has been heard and understood.
2. Model Confidence
• Use the AAC system yourself during interactions to show students how it works and normalize its use.
• For instance, use the AAC to say, “I need help” or “I’m happy today,” and let them see how others respond.
3. Teach Repair Strategies
• Equip AAC users with tools to handle misunderstandings, such as pre-programmed phrases like:
• “That’s not what I meant.”
• “Let me try again.”
• “Can you ask me in a different way?”
• Practice these strategies in low-pressure settings to make them feel natural when needed.
4. Provide Structured Opportunities to Communicate
• Give AAC users predictable opportunities to communicate during familiar activities, like choosing a snack or answering a question during a game. Gradually introduce more spontaneous or unpredictable situations.
• Role-play common scenarios, such as asking a teacher for help or greeting a classmate, to build comfort and resilience.
5. Foster Resilience Through Encouragement
• If a student struggles or makes a mistake, acknowledge their effort and guide them gently:
• “I see you’re trying to tell me something. Let’s figure it out together.”
• Reinforce the idea that persistence pays off by celebrating when they successfully convey their message, even after challenges.
6. Build Motivation Through Meaningful Interactions
• Focus on communication that matters to the student. If they love a certain game or activity, use AAC to let them request it or comment about it.
• Show them how their words can make a difference in their world, like making someone laugh or getting something they want.
What Families, Teachers, and Therapists Can Do
Supporting social-emotional competencies requires a team effort. Here are some ways each group can contribute:
• Families: Incorporate AAC into everyday routines, like meals, playtime, and bedtime, and respond meaningfully to your child’s messages.
• Teachers: Create classroom opportunities for AAC users to participate, share ideas, and interact with peers in ways that are motivating and meaningful.
• SLPs and Therapists: Include goals for building resilience, confidence, and motivation in therapy plans. Practice real-world scenarios to prepare students for success.
For AAC users, communication is more than pressing buttons—it’s about connecting, expressing, and being heard. By focusing on confidence, resilience, and motivation, we can help students embrace their AAC systems as powerful tools for connection.
Just like learning a new language, AAC use takes time, practice, and encouragement. With meaningful responses, structured opportunities, and emotional support, we can help AAC users develop the social-emotional skills they need to thrive—not just as communicators, but as confident, resilient individuals who know their voice matters.
