By Vicki Clarke and Stephanie Ekis

When deciding what type of AAC modality to use with students, timing and context are everything. Experts like Dr. Karen Erickson have provided valuable guidance for navigating the complex interplay between cognitive demands, access challenges, and a student’s engagement or motivation. One way to think about this decision-making process is through a “traffic light framework.” This simple but powerful metaphor can help guide when to use more complex communication systems and when to simplify, based on the student’s needs in the moment.

The Traffic Light Framework: When to Go, Slow, or Stop

Think of AAC options as operating within a traffic light system: green, yellow, and red lights, each representing different levels of cognitive and access demands, as well as the student’s engagement.

• Green Light: When cognitive and access demands are low, and the student is highly engaged, it’s time to “go.” This is the ideal time to use more complex AAC systems. With the mental bandwidth to focus on communication, the student is ready for more advanced vocabulary and navigating their device. These moments offer opportunities for growth as they are primed to engage fully with their AAC system.
• Yellow Light: If cognitive or access demands start to rise—such as when the student is learning something new, physically tired, or distracted—this is the time to “slow down.” Simplifying the AAC modality can help reduce the cognitive load, allowing the student to continue communicating effectively without feeling overwhelmed. Pre-programmed phrases or simpler tools can maintain communication while lightening the mental effort.
• Red Light: When both cognitive and access demands are high and the student’s engagement or motivation is low, it’s time to “stop” and reassess. Using the most basic, accessible communication tools—such as a simple yes/no board or offering binary choices—can prevent frustration and keep communication possible without adding unnecessary stress. In these moments, the goal is to make communication as easy as possible.
  

Balancing Complexity and Motivation

This traffic light framework helps balance the need for communication with the student’s capacity to engage. Throughout the day, a student’s cognitive load can shift—perhaps due to challenging academic tasks, sensory overload, or fatigue. Recognizing these fluctuations and adjusting AAC use accordingly ensures that communication remains supportive rather than overwhelming.

For example, a student working on a demanding task, such as learning new math skills, may find it difficult to also navigate a complex AAC device. In this “red light” moment, simplifying communication is key. Conversely, during a more relaxed, low-demand activity like playing a game or watching a video, the student may be ready for a “green light” moment, allowing more advanced communication.

Empowering Students with the Right Support

Using this traffic light framework empowers students to communicate more effectively. By matching AAC complexity to their cognitive load, you give them the best chance for success. Over time, students may also develop the ability to recognize their own needs, understanding when they can handle more complex communication or when they need simpler options. This self-awareness fosters independence and confidence, allowing them to become more active participants in their communication journey.

Final Thoughts: The Right Tool at the Right Time

This traffic light framework offers a flexible way to adjust AAC use based on the student’s cognitive and emotional state. Just as we wouldn’t expect someone to learn to drive in the middle of rush hour traffic, we shouldn’t push students to use complex communication systems when their cognitive demands are already maxed out. The key is flexibility—adapting to their needs in the moment and offering the right tool at the right time.