Augmentative and alternative communication as language development

Background and aims

Some children with motor impairments, intellectual disabilities, autism spectrum disorder or severe developmental speech or language disorder have severe difficulties in developing spoken language and some never develop intelligible speech. They need augmentative and alternative communication (AAC) in the form of manual signs or communication aids with graphic symbols to supplement or substitute for limited or no intelligible speech and achieve an optimal language development; for them the role of AAC is to complement or fill the functions of speech. The aim of this paper is to discuss AAC as an atypical form of language development, the elements and processes involved in development of AAC, and the importance of learning from observing the untaught strategies children apply in everyday use of AAC.

Materials and methods

Recent literature was examined and reflections based on the author's own AAC expertise were made to analyze the state of the art regarding AAC as an atypical form of language development. Vocabulary, grammar, conversation, narratives, and expository discourse are among the topics reviewed.

Results

Studies have demonstrated that these children can learn to use AAC to express needs, thoughts, feelings and so forth, but compared to the large scientific literature on typical language development, research on AAC appears narrow in scope.

Conclusions

Many core aspects of language development are rarely addressed in AAC research, implying that essential parts of the foundation for supporting language development with AAC are lacking.