If I had a dollar for every time a parent said "but won't it stop them from trying to speak?" well, let's just say I'd have a lot of dollars.

It's one of the most common concerns I hear from families when AAC (augmentative and alternative communication) first comes up. And honestly? It makes complete sense to worry about it. As parents, we're often told that talking is the goal. But I'd gently offer a different way of thinking about it: communication is the goal. Speech is just one way to get there.

So let's clear this up once and for all.

The short answer: no, AAC does not stop children from talking.

In fact, the research says the opposite is true.

Study after study has shown that introducing AAC actually supports speech development rather than replacing it. Children who use AAC often go on to develop more spoken words over time, not fewer. Giving a child a way to communicate reduces their frustration, takes the pressure off, and creates more opportunities for connection. And connection is exactly where language grows.

So where does this myth come from?

I think it comes from a very natural fear. We see our child reaching for a device or a picture board and we think, "if they can get what they need without talking, why would they bother?"

But communication doesn't work like that. When children feel heard and understood, they want to communicate more. Not less. AAC gives them the confidence to try.

Think about it this way. We don't worry that teaching a child sign language will stop them learning to speak. We don't worry that writing something down will stop us from using our voice. AAC is the same idea. It's just another way to get words out into the world.

What AAC actually looks like

AAC is not one thing. It includes high-tech speech generating devices, low-tech picture boards, key word sign, and combinations of all of these. A good speech pathologist will work with your family to find the right fit for your child.

The goal is always to give your child as many ways to communicate as possible. More tools, more connection, more language. That's it.

A note for the parents who are still not sure

It's okay to have questions. It's okay to feel nervous. AAC can feel like a big step, especially if you had hoped your child would just "start talking one day."

Those hopes are valid. And they don't have to go away.

What I would encourage you to do is this: don't let the fear of "what if" stop your child from having a voice right now. Every child deserves to communicate. Every single one.

If you want to chat about whether AAC might be right for your child, I'm always happy to talk it through.

Ebony is an AAC-focused speech pathologist providing mobile services to families across the southern suburbs of Perth and Rockingham.

When I first started working in AAC, core vocabulary felt overwhelming. There were so many words, so many systems, and so much pressure to get it right. If that sounds familiar, this one's for you.

Core vocabulary is one of the most important concepts in AAC — and once it clicks, it genuinely changes the way you work. Let's break it down.

What is core vocabulary?

Core vocabulary refers to the small set of words that make up the majority of what we say every day. Words like "go", "more", "stop", "want", "help", "like", "no", "that", "do" and "again" — these words are used across every activity, every context, and every conversation.

Research shows that around 80% of what we say comes from a core set of roughly 200 to 400 words. That's pretty remarkable when you think about it.

Fringe vocabulary, on the other hand, refers to specific words that are unique to a person or activity — things like "dinosaur" or "swimming" or someone's dog's name. Both matter, but core is where we start.

Why does core vocabulary matter for AAC?

Most early AAC systems are loaded with nouns. Think about it — picture boards with "apple", "ball", "cup". These are fringe words. And while nouns are useful, they limit what a person can actually say.

If a child only has access to nouns, they can label things. But they can't tell you they want more, ask you to stop, or let you know something hurts.

Core vocabulary gives AAC users the power to say things that actually matter across their whole day. It's the difference between labelling and communicating.

How to introduce core vocabulary in sessions

This is where a lot of new SLPs get stuck. Core words can feel abstract at first. Here's what actually works.

Start with a small set of words. You don't need to teach all 200 at once. Pick 5 to 10 high-value core words that are useful across lots of activities. Words like "more", "go", "stop", "want" and "help" are great starting points.

Model, model, model. This is the most important thing you can do. Use the AAC system yourself during the session. Every time you would naturally say a core word, point to it on the device or board. This is called aided language stimulation and it is genuinely the most powerful teaching tool we have.

Don't expect immediate output. You will model these words many more times than the child will use them. That's completely normal. Language learning takes time and repetition, whether it's spoken or via AAC.

Use core vocabulary across everything. Morning routine, snack time, play, games — core words work everywhere. A word like "stop" is just as useful during a bubble activity as it is during reading. This generalisation is the whole point.

Keep it playful. AAC learning works best when it feels like play. Choose activities the child loves, follow their lead, and let the AAC support the fun rather than interrupt it.

A note on progress

Progress in AAC often looks different from what we expect. It might be a child touching a symbol for the first time. It might be spontaneous use of "more" during snack. These moments are huge, even when they look small.

Trust the process. Consistent modelling over time builds language. You don't have to see results in every session to know the work is making a difference.

Ebony is an AAC-focused speech pathologist providing mobile services to families across the southern suburbs of Perth and Rockingham.

This is one of the questions I hear most often from families. And almost every time, my answer is the same.

No. Your child is not too young.

In fact, the earlier we introduce AAC, the better. Let me explain why.

Where this question comes from

Most families come to AAC after being told to "wait and see." Wait until they're older. Wait until they've tried everything else. Wait until it's clear they really need it.

I understand why that advice gets given. But the research doesn't support it. And in the meantime, children are spending months or years without a reliable way to communicate. That has real consequences for their development, their behaviour, and their wellbeing.

What the research actually says

There is no minimum age for AAC. There is no minimum cognitive or language level either.

Research consistently shows that AAC can be introduced from as young as 9 to 12 months when communication concerns are identified. Studies across decades have found that early AAC use supports language development, reduces frustration, and does not stop children from learning to speak.

Children do not need to demonstrate they "can't talk" before being given AAC. Every child deserves a way to communicate right now, not just if and when speech doesn't develop.

What about babies and very young toddlers?

You might be thinking — but my child is only one. Can they really use AAC?

Early AAC for very young children often looks less like a device and more like a simple core board, key word sign, or a few symbols in a communication book. It's introduced gently, modelled by the adults around the child, and woven into everyday routines.

We're not sitting a baby in front of a screen and expecting them to use it independently. We're building the foundations for communication — and that work starts early.

What about children who are starting to talk?

AAC is not just for non-speaking children. It can be a great support for children who have some words but are not yet communicating reliably, children whose speech is difficult to understand, or children who go quiet when stressed or overwhelmed.

AAC gives these children a backup. A bridge. Another way in.

And again — it does not stop speech from developing. It supports it.

Signs it might be time to explore AAC

You don't need to wait for a diagnosis or a referral to start thinking about AAC. If your child is showing any of the following, it's worth having a conversation with a speech pathologist:

• •Limited or no spoken words for their age
• •High levels of frustration when trying to communicate
• •Difficulty being understood by people outside the family
• •A diagnosis such as autism, Down syndrome, cerebral palsy, or another condition that affects communication
• •A gut feeling that your child needs more support to get their message across

The bottom line

Communication is not something children should have to wait for. If there are concerns, acting early is always better than waiting.

If you're not sure whether AAC is right for your child, that's exactly what an assessment is for. You don't need to have it all figured out before reaching out.

Ebony is an AAC-focused speech pathologist providing mobile services to families across the southern suburbs of Perth and Rockingham.

If you've started looking into AAC for your child, you've probably already felt the overwhelm. There are apps, devices, picture boards, sign systems and everyone seems to have a different opinion on what's best.

Here's the thing: there is no single best AAC system. What matters is finding the right fit for your child. And to do that, it helps to understand what's actually out there.

What is high tech AAC?

High tech AAC refers to electronic devices that generate speech. This includes dedicated communication devices as well as apps on tablets or iPads.

When someone presses a symbol or types a word, the device speaks it out loud. These systems can be incredibly powerful because they give a person a clear, consistent voice that others can hear and understand.

High tech AAC can range from simple apps with a few symbols to complex systems with thousands of vocabulary options. Some of the most commonly used apps in Australia include Proloquo2Go, TouchChat, LAMP Words for Life, and Snap Core First.

What is low tech AAC?

Low tech AAC refers to communication tools that don't require a battery or screen. This includes picture communication boards, communication books, PECS (Picture Exchange Communication System), core word boards, and key word sign.

Low tech tools are often more portable, more durable, and less likely to break. They don't run out of battery. They can be customised quickly and cheaply. And for many children, they are just as effective as high tech options.

Low tech AAC is also often where we start, especially with younger children or when we're still figuring out what a child needs.

So which one does my child need?

This is the question every family asks, and the honest answer is: it depends.

Some children do best with a high tech device. Others thrive with a simple low tech board. Many children use both, switching between them depending on the setting or activity.

A good AAC assessment looks at a lot of factors — how your child communicates right now, their vision and motor skills, where they spend their time, what their communication goals are, and what will realistically be used and supported by the people around them.

The goal is always to give your child the most robust and accessible communication system possible. That might mean starting low tech and moving to high tech over time. It might mean using a device at home and a communication board at the park. There's no wrong answer, as long as your child has a way to communicate.

A note on apps vs dedicated devices

A lot of families ask whether they can just use an AAC app on their child's existing iPad. The answer is yes — and it works well for many children.

Dedicated communication devices do have some advantages though. They're built to withstand rough handling, they often have better speakers, and they're harder to accidentally close or switch off. They also tend to be NDIS funded, which makes them more accessible for eligible families.

If you're not sure where to start, a speech pathologist can help you trial different options before committing to anything.

The most important thing

Whatever system your child uses, the adults around them need to use it too. Modelling language on the AAC system — pointing to symbols as you talk — is the single most important thing you can do to help your child learn to use it.

The best AAC system in the world won't work if it sits in a drawer.

Ebony is an AAC-focused speech pathologist providing mobile services to families across the southern suburbs of Perth and Rockingham.

You've just found out there's a student in your class who uses AAC. Maybe it's a communication device, a picture board, or an app on an iPad. And maybe you're feeling a little unsure about where to start.

That's completely okay. Most teachers and support workers don't get trained in AAC. But with a few simple strategies, you can make a huge difference for that child every single day.

Here's what actually helps.

Understand what AAC is and why it matters

AAC stands for augmentative and alternative communication. It's how some children communicate when speech alone isn't enough. It might be a high-tech device that speaks when a child touches a symbol. It might be a low-tech picture board or a communication book. It might be a combination of these things plus some speech and gesture.

Whatever form it takes, a child's AAC system is their voice. Treat it that way.

Use the AAC system yourself

This is the single most important thing you can do.

When you use a child's AAC system yourself — pointing to symbols as you talk — you show them what it looks like to communicate that way. This is called aided language stimulation, and research shows it is one of the most effective ways to help a child learn to use their device.

You don't have to be an expert. You don't have to use every word. Even pointing to one or two symbols during an activity makes a difference.

Ask the child's speech pathologist to show you how. Most SLPs will be very happy to spend time training school staff.

Make sure the AAC system is always accessible

This sounds obvious, but it's one of the most common barriers in schools.

A child cannot communicate with their AAC system if it's in their bag, charging in another room, or put away during certain lessons. The device or board needs to be within reach at all times. Every lesson. Every break. Every transition between classrooms.

Think about it this way: you wouldn't ask a child who uses glasses to take them off during reading time.

Give the child time to respond

Using AAC takes longer than speaking. A child needs time to find the right symbol, navigate to the right page, or form their message.

Many people feel uncomfortable with silence and jump in too quickly. Try counting to 10 in your head after asking a question before you respond or move on. That wait time is not awkward. It's essential.

Include AAC users in class discussions

It can be easy, without meaning to, to talk about a child who uses AAC rather than talking to them. Or to ask yes and no questions only because they feel easier to answer.

Try to include AAC users in the same conversations as everyone else. Ask open questions. Give them time. Assume they have something to say, because they do.

Work as a team

The most effective AAC support happens when everyone is on the same page. That means the classroom teacher, support workers, the speech pathologist, and the family all communicating regularly.

Ask for a vocabulary list of the words currently being targeted. Make sure new vocabulary is programmed into the device before it's introduced in class. Share what's working and what isn't.

You don't have to do this alone. A good speech pathologist will support you every step of the way.

Ebony is an AAC-focused speech pathologist providing mobile services to families across the southern suburbs of Perth and Rockingham.

You've gone through the assessment. You've got the device. Maybe you've even done some training. And now your child won't touch it.

This is one of the most common and frustrating situations families and therapists face. And if you're in it right now, I want you to know two things.

First: you are not alone. This happens all the time.

Second: it doesn't mean AAC isn't right for your child. It usually just means something needs to shift.

Let's work through why this happens and what you can actually do about it.

Why children refuse their AAC device

There are a few really common reasons a child might push back on using their device, and understanding which one is happening makes a big difference.

The device isn't meeting their needs yet. If the vocabulary isn't there for what the child actually wants to say, why would they bother? A device full of words that aren't useful or meaningful to the child is not going to get used.

There's too much pressure. If every interaction around the device feels like a test or a demand, children will shut down. AAC works best when it feels like a natural part of play and connection, not a task to be completed.

They haven't seen enough modelling. Children learn language by hearing it used around them over and over again. AAC is the same. If the adults around the child aren't using the device too, the child has very few examples of what it looks like to communicate that way.

The device is unfamiliar or uncomfortable. Some children need time to get used to a new piece of technology. The sounds, the feel, the process — it can all be a lot at first.

What you can do

Take the pressure off completely. For a week or two, make it a rule that no one asks the child to use the device. No prompting, no "say it on your talker", no expectations. Just have the device present and use it yourself. This alone often leads to a child picking it up out of curiosity.

Follow the child's lead. Use the device to talk about what the child is already interested in. If they love trains, use the device during train play. If they love bubbles, talk about bubbles. Make the device part of the fun, not separate from it.

Model without expectation. Point to words on the device as you play and talk. Not to get the child to copy you. Just to show them what it looks like. Do this repeatedly across many activities over many weeks.

Check the vocabulary. Work with your speech pathologist to make sure the words that matter to your child are easy to find and use. If your child can't say "stop" or "more" or "I don't want that" on their device, that's a problem worth fixing.

Keep it accessible. A device that lives on a shelf or needs to be fetched doesn't get used. It needs to be within reach, charged, and ready to go at all times.

Celebrate any interaction. If your child touches the device, even accidentally, even just to push it away — notice it. Build on it. Any engagement with the device is a step in the right direction.

A word on timelines

AAC uptake takes time. Sometimes a lot of time. Some children take weeks to warm up to their device. Others take months. This does not mean the intervention isn't working.

What matters is consistent, low-pressure exposure and modelling. Think of it like planting seeds. You can't always see what's happening underground, but the work you're doing is making a difference.

If you're really stuck, reach out to your speech pathologist for a review. Sometimes a tweak to the vocabulary, the layout, or the approach is all it takes.

Ebony is an AAC-focused speech pathologist providing mobile services to families across the southern suburbs of Perth and Rockingham.

If you've ever been told to "model on the device" and nodded along while secretly thinking "but what does that actually mean?" — this one is for you.

Aided language stimulation is probably the single most powerful strategy in AAC. And the good news is, you don't need any special training to start doing it today.

So what is it?

Aided language stimulation — sometimes called ALS or aided input — is when the people around an AAC user point to symbols on the AAC system while they talk.

That's it. You just talk the way you normally would, and as you speak, you touch the relevant symbols on the board or device.

So if you're blowing bubbles with a child and you say "ready, go!" — you also tap "ready" and "go" on their device. If you say "all done" at the end of an activity, you tap "all done". If you say "more?", you tap "more".

You're not asking the child to do anything. You're not prompting them to respond. You're just showing them what communication via AAC looks like.

Why does it work?

Think about how children learn to talk. Long before they say their first word, they have heard that word hundreds — sometimes thousands — of times. Language develops through repeated exposure over time.

AAC is exactly the same. A child who uses AAC needs to see the symbols being used over and over, in meaningful contexts, before they will start using them themselves.

When you model on the device, you are that exposure. You are showing your child that the symbols have meaning, that they can be used to communicate real things, and that the adults around them value and use this system too.

Research consistently shows that children whose communication partners model on their AAC system develop stronger AAC skills, faster. It is the most evidence-based strategy we have.

What it is NOT

Aided language stimulation is not drilling. It's not sitting your child down and pointing at symbols one by one and asking them to repeat after you.

It's not correcting. If your child touches a symbol that doesn't quite match what they mean, that's okay. Model back the correct word but don't make a big deal of it.

It's not a test. The moment it starts to feel like a performance or an assessment, something has gone off track.

It should feel relaxed, natural, and woven into your normal day.

How to get started

Pick one or two activities you do every day with your child. Bath time, breakfast, a favourite game. Start there. You don't need to model on the device for every single thing you say. Even pointing to a few symbols during a routine activity is a great place to start.

Keep it light. Keep it fun. If you're not sure which words to point to, start with the most common core words — "more", "go", "stop", "want", "finished", "again". These are used across almost every activity and are great first targets.

Over time, as it becomes more natural for you, you'll find yourself doing it more and more without even thinking about it.

How long until it works?

This is the question everyone asks. And the honest answer is: it varies. Some children respond quickly. Others take much longer. Every child is different, and every word is different too.

What matters is that you keep going even when you can't see progress. The input is building up, even when the output isn't there yet.

Ebony is an AAC-focused speech pathologist providing mobile services to families across the southern suburbs of Perth and Rockingham.

If your child uses AAC or you think they might benefit from it, the NDIS can be a really important source of support. But navigating funding can feel confusing, especially if you're new to it.

This blog gives you a general overview of how AAC support is typically funded through the NDIS. Every child's plan is different, so I always recommend speaking with your speech pathologist and NDIS planner for advice specific to your situation.

First, what can the NDIS fund when it comes to AAC?

AAC support can fall under two different funding categories depending on what you need.

Speech pathology services — including assessments, therapy, and training — are typically funded under Capacity Building, specifically the Improved Daily Living support category. This is the funding that pays for your child to work with a speech pathologist.

AAC devices and equipment — things like dedicated communication devices, mounts, or protective cases — are typically funded under Assistive Technology. This is a separate category with its own process and evidence requirements.

Some low-tech AAC tools, like communication books or core word boards, may also be funded under Assistive Technology, depending on the cost and complexity.

Does my child need to have a diagnosis to access AAC funding?

Your child needs to be eligible for the NDIS and have an active NDIS plan. NDIS eligibility is based on having a permanent or likely permanent disability that affects daily functioning — not a specific diagnosis.

If your child already has an NDIS plan, the next step is making sure AAC goals and supports are included in their plan. If they don't have an NDIS plan yet and you think they may be eligible, speaking with a Local Area Coordinator (LAC) is a good place to start.

What evidence do you need for a communication device?

This is where a speech pathologist plays a really important role.

To fund a communication device through Assistive Technology, the NDIS typically requires an AT assessment report from a qualified speech pathologist. This report needs to demonstrate why the device is necessary, what alternatives were considered, and why this particular device is the best fit for the child.

A key part of this process is trialling options. The NDIS expects to see evidence that different systems were genuinely explored before a recommendation is made. This might include trialling different apps, devices, or access methods with the child over a period of time. The goal is to show that the recommended device is not just appropriate for the child's needs, but also represents value for money — meaning it's the right level of technology for what the child actually needs, not simply the most expensive or the most well-known option.

This is called a feature matching assessment, and it's a core part of what I do. The report needs to be detailed and evidence-based, so it's important to work with an SLP who is experienced in AAC.

What are the steps involved?

The process can vary, but generally it looks something like this.

Your child's NDIS plan needs to include funding for an AT assessment and for the device itself. If the device costs more than a certain threshold (currently $1,500), you may also need to involve an Assistive Technology Advisor or have the report reviewed by the NDIS.

Your speech pathologist completes the assessment and writes the report. This includes trialling devices, gathering information from the family, and making a clear recommendation.

The report is submitted to the NDIS or your plan manager, depending on how your plan is managed. Once approved, the device can be purchased.

One important thing to be aware of: once your AT application is submitted, there is no set timeframe for hearing back. It can take weeks or months. Keep in regular contact with your LAC and don't hesitate to follow up and ask for updates. Staying on top of it makes a real difference.

It's also worth knowing that submitting an AT application can sometimes trigger a plan review. This isn't always a bad thing — a review can be an opportunity to update goals and funding — but it's worth being prepared for and thinking carefully about your timing.

After the device arrives, your speech pathologist works with you and your child on implementation. This is where the real work begins.

Plan managed, self managed, or agency managed — does it matter?

Yes, it can make a difference in how straightforward the process is.

Self-managed and plan-managed participants generally have more flexibility in choosing their providers and purchasing equipment. Agency-managed participants work through the NDIS portal and may have more steps involved.

If you're not sure how your plan works or what's included, your plan manager or LAC is the best first point of contact.

One more thing

The NDIS can feel like a lot. The paperwork, the jargon, the processes — it's a lot to navigate on top of everything else you're already doing as a parent.

Please know that you don't have to figure it out alone. A good speech pathologist will support you through the process, advocate for your child's needs, and help make sure the right supports are in place.

If you have questions about AAC funding or whether your child might benefit from an assessment, feel free to reach out.

Ebony is an AAC-focused speech pathologist providing mobile services to families across the southern suburbs of Perth and Rockingham.

Please note: NDIS guidelines and processes change regularly. This blog is a general overview only. Always seek advice specific to your child's plan and situation.

If your child has recently been diagnosed with autism, or if you've been told that AAC might help them communicate, you probably have a lot of questions.

Will it work for my child? Is my child old enough? Will it stop them from talking? Where do we even start?

These are all completely valid questions. Let's go through them.

Why is AAC commonly recommended for autistic children?

Autism affects communication in different ways for different people. Some autistic children develop spoken language on a typical timeline. Others develop speech more slowly, or inconsistently. Some children are minimally verbal or non-speaking, meaning they have very few or no spoken words.

AAC is recommended because it gives children a reliable, consistent way to communicate — regardless of where their speech is at. For children who find spoken language difficult, AAC can reduce frustration, support connection, and open up a whole world of communication that might otherwise feel out of reach.

It's also worth knowing that many autistic children who use AAC go on to develop spoken language alongside it. AAC is a support, not a ceiling.

Does every autistic child need AAC?

No. Not every autistic child will need AAC, and that's okay.

AAC is most commonly recommended when a child is having significant difficulty communicating their needs, wants, thoughts, or feelings through speech alone. That might mean they have very few words, are hard to understand, go quiet when stressed or overwhelmed, or are showing signs of frustration because they can't get their message across.

If you're not sure whether AAC is right for your child, a speech pathology assessment is the best place to start. There's no harm in exploring it, and early support is always better than waiting.

What does AAC look like for autistic children?

It looks different for every child, and that's the whole point.

For some children, AAC might be a high-tech speech generating device with lots of vocabulary. For others, it might be a simple picture board, a communication book, or key word sign. Many children use a combination of different tools depending on the setting and activity.

Something worth knowing is that some autistic children are Gestalt Language Processors. This means they learn language in whole chunks or phrases rather than word by word. You might notice this if your child uses long memorised scripts from TV shows or books, or echoes whole phrases they've heard before. For these children, an AAC system that includes phrases — not just single words — can be really beneficial, because it matches the way they naturally process and use language.

A good speech pathologist will work with your child and your family to find the right fit — not just the most popular option, but the one that genuinely works for your child's communication style, motor skills, and daily life.

What about children who are starting to speak?

You don't have to wait until a child has no speech before introducing AAC.

AAC can be a great support for children who have some words but are not yet communicating reliably, who only speak in certain environments, or who tend to go quiet under pressure. For these children, AAC acts as a bridge — giving them another way in when speech isn't accessible in that moment.

Research consistently shows that AAC supports speech development in autistic children. It does not take the place of speech.

What can families do right now?

The most important thing you can do is get a speech pathology assessment if you haven't already. From there, an experienced SLP can give you a clear picture of your child's communication profile and make recommendations that are specific to them.

In the meantime, follow your child's lead. Notice how they communicate right now — pointing, leading you by the hand, using sounds or single words, showing you things. All of that is communication. Build on it.

And if AAC is recommended, don't be afraid of it. It is not giving up on speech. It is giving your child more ways to be heard.

Ebony is an AAC-focused speech pathologist providing mobile services to families across the southern suburbs of Perth and Rockingham.

Here's something I believe deeply: the most important AAC work doesn't happen in a therapy room.

It happens at breakfast. In the car. During bath time. In the middle of a meltdown or a moment of pure joy. It happens in the everyday, ordinary moments that make up your child's life.

That's why parent coaching is not an add-on to AAC therapy. It is the heart of it.

What is AAC parent coaching?

AAC parent coaching is when a speech pathologist works directly with you — not just with your child — to build your confidence and skills in supporting AAC at home.

It might look like watching a therapy session and then having time to ask questions and practise yourself. It might be a dedicated session where we go through strategies together, talk through what's working and what isn't, and problem-solve as a team. It might include resources, video examples, or home practice ideas tailored to your family's routine.

The goal is simple: to make sure that the strategies that help your child communicate aren't locked in a therapy room. They need to come home with you.

Why does it matter so much?

Think about how many hours your child spends with their speech pathologist each week. For most families, it's one hour. Maybe two.

Now think about how many hours they spend with you.

The maths tells the story. The people who have the most influence on your child's communication development are the people who are with them every single day. That's you. And the caregivers, educators, and support workers in your child's life.

A child can make good progress in therapy. But when the adults around them are also using AAC, modelling language, and creating opportunities to communicate throughout the day — the progress is completely different. Research consistently shows that children whose families are actively involved in their AAC use develop communication skills faster and more robustly than those who only receive clinic-based therapy.

But what if I don't feel confident?

That's exactly why coaching exists.

Most parents feel nervous when they first start using their child's AAC system. It can feel clunky, slow, or a bit unnatural. That's completely normal. It gets easier with practice, and it gets easier a lot faster when you have someone guiding you through it.

Good AAC coaching meets you where you are. It doesn't assume you already know what you're doing. It builds your skills gradually, celebrates your progress, and helps you figure out how to fit AAC into your real life — not a perfect version of it.

What does it look like in practice?

Here's an example. A family I worked with was finding it hard to use their child's device during meals because everything felt rushed and the device kept getting in the way. We spent a session talking through their routine, figured out a better place to keep the device, and practised just two or three core words that were relevant at mealtimes. Within a few weeks, mealtime had become one of the most consistent communication opportunities in their day.

It doesn't have to be perfect. It just has to be consistent.

What should you ask for?

If your child is receiving AAC therapy, ask your speech pathologist how parent coaching is built into the service. It should be a regular, intentional part of the support you receive — not something that only happens when you ask.

If you feel like you've been handed a device and left to figure it out, that's not okay. You deserve support too.

AAC works best as a team effort. And you are the most important member of that team.

Ebony is an AAC-focused speech pathologist providing mobile services to families across the southern suburbs of Perth and Rockingham.