Many students use Augmentative and Alternative Communication (AAC) devices like TD Snap, AVAZ, TouchChat HD with WordPower, LAMP Words for Life (WFL), and Grid to communicate. These systems are carefully designed to help students build language skills over time. However, well-meaning caregivers and educators sometimes make changes that unintentionally disrupt learning. One common mistake is moving words around or creating too many special pages for specific activities. While this might seem helpful in the moment, it can actually make communication more difficult in the long run.

Why Keeping Words in the Same Place is Important

When we speak, we don’t think about where words are stored in our brain—we just retrieve and say them. AAC users develop a similar skill, known as motor memory, by repeatedly selecting words from the same location on their device. Over time, this consistency allows them to communicate more fluently and efficiently.

If words are moved around or placed in different locations depending on the activity, the user has to search for them each time. This interrupts their learning and makes it harder to use language independently. Instead of focusing on forming sentences, they spend extra time looking for the right word, which can lead to frustration and decreased communication.

Common Pitfalls and How to Avoid Them

Pitfall #1: Placing Commands or Routine-Based Phrases in the Core Vocabulary

Phrases like "go to the bathroom" or "quiet hands" may seem important enough to place on the main page, but these are not part of core vocabulary. Core words are flexible and allow users to build many different sentences. Instead of placing full phrases on the home page, we should teach students how to navigate through their device to find and combine words. For example, to say "bathroom," a student may need to tap "needs," then "bathroom." Using simple verbal prompts like "1, 2, 3" while they tap through the steps can help reinforce this motor plan, making communication more efficient over time.

Pitfall #2: Creating Too Many Activity-Specific Pages

It can be tempting to create custom pages for every new activity, such as "making Easter candy" or "crafting." However, if a student only sees words like "stir" or "chocolate" on an Easter candy page, they may not learn to use those words in other settings, such as cooking dinner or talking about their favorite foods. Instead of relying on activity-specific pages, it is more effective to ensure these words are available in the student’s general vocabulary so they can be used in different contexts.

When Are Special Pages Useful?

There are situations where specialized pages can be helpful. High-frequency environments, such as "meal time," "classroom," and "bathroom," may benefit from dedicated pages because they contain commonly used words for that setting. Additionally, for unique or infrequent but important events—like a "Disney World Trip"—a custom page can provide quick access to specific vocabulary needed for that experience. However, these should be the exception rather than the rule.

Supporting Language Growth with Good AAC Practices

• Keep words in a consistent location. Avoid rearranging words or changing their placement across different pages.
• Teach navigation skills. Encourage students to use multi-step motor plans to find words rather than relying on custom pages.
• Support word generalization. Help students use words in multiple contexts, reinforcing flexible language use.
• Limit special pages. Reserve them for high-frequency routines or significant events rather than everyday activities.

Final Thoughts

For AAC users, consistent word placement and navigation routines are key to long-term language development. While it may be tempting to create new pages for every activity or move words for convenience, these changes can disrupt learning and reduce communication independence. By prioritizing consistency, structured navigation, and generalization of vocabulary, we can help AAC users become more confident, flexible communicators

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