Communication is a human right and is central to interaction and participation. We all need to communicate and connect with one another. Research suggests that learning to utilise an AAC system does not prevent or hinder the development of spoken communication, nor does it stop the AAC user from using whatever speech they possess. There is evidence that AAC interventions can support language development and sometimes help to increase vocalisations. It has been suggested that AAC interventions may be applied in a way that facilitates natural speech production. This module has explored four potential strategies. 

Reinforcement 

The successful acquisition of AAC communication skills depends on ensuring that appropriate communication responses receive relevant reinforcement from the listener. Creating opportunities for teaching AAC use to users is not sufficient to ensure learning, instead, we can support learning and promote vocalisation by supporting the AAC user to engage in appropriate communication in response to the opportunity and reinforcing that behaviour. 

Vocal modelling 

Vocal modelling involves verbally demonstrating the target speech sounds or words whilst modelling the corresponding communication on the AAC modality to encourage imitation.  

Time delay  

A time delay can be implemented to give AAC users time to independently attempt verbal communication before other forms of communication, prompts or aids are introduced.  

Least-to-most prompting  

A communication partner should use the least intrusive cue that produces the most accurate response and positively increases message production; this is referred to as least-to-most prompting. On the AAC hierarchy, the least invasive cue is an expectant pause, in which the communication partner gives the AAC user time and opportunity to respond. At the other end of the spectrum is physical assistance, where hand-over-hand assistance is provided to the AAC user to help them form the message on their AAC modality.  

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