Goals

Does the form of AAC align with current and future goals for the individual?  

Is the AAC adaptable to when these goals shift over time? 

Attention Span

Can they hold attention long enough to use the AAC system? 

Does the individual have the energy to use or operate the AAC system consistently? 

Desire to communicate

Does the individual desire to communicate enough that they will persist in using this AAC system even if they are having difficulties? 

Developmental stage

Is it age/developmental stage appropriate? 

It is worth noting that many young children begin using easier forms of AAC, and then

progress to more intensive forms as they grow older. 

Learning Ability

Is it a form that will work with the individual’s ability to learn new techniques and skills?  

Literacy

Does the form of AAC align with their ability to read and write?  

Mobility and Motor Skills

Are they physically able to engage with or operate the form of AAC? It is important to ensure that they are consistently able to do this most of the time.  

Speech Skills and Intelligibility

Do they currently have any ability to use speech to communicate?  

If they do use speech, are other people usually able to understand them?  

Is the AAC form intended to replace or supplement their speech skills?  

Communication/Understanding

Level of: 

Receptive language: how much they understand words that have been spoken to them. 

Expressive language: how much they can form their own words, sentences or phrases

and express them to other people. 

For many people, one of these is easier than the other. This will influence the AAC system

chosen as different systems target different language skills, with some (such as SGDs)

targeting both.  

Predicted future needs and abilities

Some individual’s use different forms of AAC throughout their life. Gaining an understanding of a person’s predicted needs and abilities early can mean that they can start learning foundational skills for current and future AAC forms early. This can help make transitions between AAC easier.   

Preferences

Does the individual have clear preferences for one system over another?  

The truth is, just giving AAC to an individual is not enough to ensure they can use it well.  

To get the best outcomes, the individual needs to be taught how to use it. This means that it is vital that AAC is used in a consistent way across different areas of a person's life. This helps the person to know what is expected of them and how to gain access to what they want and need. It also helps to avoid the person getting confused, stressed, anxious or disappointed.   

This next section will discuss two different areas of an individual's life where AAC can/should be implemented to get the best results. 

Attitudes

Whānau should be prepared to engage with the AAC. 

Caregivers particularly will likely need to model using the AAC and encourage the individual to use it themselves. 

Family Background

Bilingual or multilingual whānau’s - What language will the AAC use?  

Does it fit within the cultural background and context? (eg. religious views/backgrounds, community values, ethics and morals). 

Lifestyle

Is it compatible with regular occurring family activities?  

Does the family have the time to try to support the use of the AAC? 

Does the family have the resources to support the use of the AAC? 

School/Educational Institution

Do they have any experience using AAC?   

Do the staff have the knowledge and skill to work with the AAC?  

   If no, can they undergo training to learn it? 

Is it reasonable to expect school staff to have the time and resources to work with the system consistently? 

Is this space equipped and prepared to handle and implement the AAC in the same way?  

The school/education space should work collaboratively with the whānau and professionals to make sure there is continuity in teaching.  

Community

Are the community willing and able to learn how to use the AAC? 

Does the AAC form sit in the cultural/community in a comfortable way? 

Will the AAC form positively influence the individual’s ability to interact with the community in a positive way? 

Ongoing collaboration and partnership between family/whānau and school/education institutions strengthens the support networks for the individual AAC user and those around them. By collaborating, the different areas of the individuals life have the same understanding of the purpose and goals of AAC use for this individual. This also creates an important support network between family/whānau and educators.