When modifying AAC systems for students, it's essential to consider the core components that should be included in any robust communication system. These elements ensure that students can communicate effectively and that growth and learning is supported. 

While it may be tempting to significantly restrict the vocabulary on an AAC system to make it simpler, doing so can have unintended consequences:

• Limited vocabulary makes it difficult for SLPs, teachers, and parents to model and introduce new words in meaningful ways.
• Students may lose interest in a communication system if they don’t have access to the words they need or want to use. We call this device abandonment. 
• Without access to a rich vocabulary set, students may struggle to engage fully during classroom instruction.
• Severely restricted vocabulary will not give students the tools they need to learn language, literacy, and social skills.

Regardless of the skills and abilities of the student, every AAC system should have the following:

The Ability to Communicate Multiple Functions

Communication is more than just making requests. AAC systems should allow users to engage in a variety of communicative functions, such as asking questions, expressing emotions, and sharing information.

Core Vocabulary  

Core vocabulary comprises the most commonly used words in communication. These are essential for building sentences and conveying a wide range of ideas.

Fringe and Personal (Motivating) Vocabulary

Fringe vocabulary includes more specific words, often related to personal interests or needs. Incorporating motivating vocabulary keeps students engaged and encourages consistent use of the AAC system.

Access to All 26 Letters of the Alphabet  

 Alphabet access is crucial for literacy development and allows users to spell out words that may not be included in the AAC system.

A knowledgeable communication partner

Spend the time to learn how your student’s communication system is organized.  They will depend on others to support them as they learn new skills.  All high-tech AAC manufacturers offer free training and resources. Do the necessary work so that you can support student communication.

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Here are a few ideas to consider when trying to support meaningful communication for your students.

1. Set high expectations.

It is important to set high expectations and not to make assumptions about what you think the student can and can’t do. It is unfair to make assumptions about a student’s ability to communicate when they have not had access to an appropriate AAC system.

2. Give students who are new AAC the opportunity to babble and scribble.

It’s ok to give students time to explore and select buttons.  This is often seen as a negative thing, when actually it is a part of learning how to use the AAC device.  Give opportunities to “scribble” using the keyboard.  Many high-tech AAC devices will allow you to print out and send student work home.  Learn more here – Stimming or Learning? Considerations For Kids Who Repeat Themselves with AAC : PrAACtical AAC

3. Be mindful when decreasing the amount of vocabulary available.

No one has ever been hurt or seriously injured by having too much vocabulary available on their AAC system.  Reducing or masking vocabulary might be a helpful strategy when focusing on specific concepts during therapy or lessons. However, it’s important to allow students to explore the full vocabulary set as they progress.  If you do feel the need to restrict vocabulary, make sure that there is a plan in place for teaching and adding additional vocabulary over time.

Hint: Not sure what order words should be introduced? Here is a nice resource that talks about introducing core word vocabulary. 

The First 12: Getting Started with Core Words : PrAACtical AAC

4. Consider vision and access needs.

If there are no vision or access needs, it might be a good idea to start with the grid size you want the student to eventually use (e.g., 6 rows/6 columns), then hide buttons. This way, you can gradually make buttons visible as students learn and grow.  If students need larger buttons for vision needs, make sure to give access to as much vocabulary as possible.  You may need to consider alternative access methods.

5. Remove Access to Menus or Status Bar

Look for additional things on the screen that may distract. Consider removing access to any menus and/or status bars.

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By making these thoughtful modifications, AAC systems can be tailored to support new learners effectively, ensuring they have the tools they need to communicate and grow.

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