Programs and Services

Augmentative Communication Myths and Realities

Myths and realities about who can use augmentative communication

Myth 1: Cognitive prerequisites, including means-end, imitation, and object permanence must be demonstrated before beginning implementation of an AAC system

Reality: Individuals who did not demonstrate the “prerequisites” have learned to use AAC systems.
Reality: Insisting on cognitive prerequisites many result in learners being forced to learn nonfunctional task, may take away valuable learning time, and may delay or prevent access to critical instruction on functional communication skills.
Reality: Often, these cognitive “prerequisite” skills may be acquired in the context of learning functional communication skills.
Conclusion: Information about an individual’s cognitive skills may be used for the purpose of determining how to proceed with instruction, but should never be used for the purpose of excluding a person from access to AAC.

Myth 2: It is necessary that persons receiving an AAC system progress from a low-tech, non-voice output system, to a high-tech, voice output system

Reality: Not all persons are able to use or learn to use a non-voice output system. For some individuals using a non-voice output system is insufficient, time-consuming, and physically demanding due to their disability. For others, the voice output is a critical feedback to learning how to use an AAC system.
Reality: Reality: With only picture symbols, the intended message can be very ambiguous resulting in confusion and frustration so that the person does not use it.
Conclusion: In many instances, a person’s first AAC system will be a high tech voice output system. This may be true for a young child, young adult, or an older adult. It needs to be based on the person’s needs, including communication needs, language development needs, and physical needs.

Myth 3: Standardized test results can be used to determine what type of communication system should be provided for an individual

Reality: IQ scores or other test scores are generally not a valid measure of a person’s capabilities. This is particularly true for individuals without an effective means of communication. These tests do not provide information with respect to what a person can do in their everyday life given needed modifications, adaptations, and proper instruction.
Conclusion: Test results should not be used for the purpose of selecting an AAC system for someone. In the selection of an AAC system, information is best obtained through functional assessment, including the opportunity for an extended trial with one or more systems. During the trial, the system needs to be set up appropriately for the person, with support people that are familiar with the equipment to provide instruction.

Myth 4: If a person can use a headpointer, they can use a HeadMouse.

Reality: Everyone is different. Every headpointer is different. Physical movement requirements vary among the different systems.
Conclusion: Assumptions should not be made! Always assess each person to obtain accurate information. Match individual need to equipment features.

Myth 5: A person needs to show mastery of a system before it is purchased for them.

Reality: People who use AAC will continue to grow and expand their use of an AAC system, just as speaking children continue to improve their use of spoken language. As they get older, have more practice, and more exposure to reading, the complexity of their language and vocabulary grows.
Reality: This is similar for deaf children. As they have more opportunity to use, practice sign language, their

For more information about Augmentative Communication Myths and Realities, please contact UCP at (651) 646-7588 or send an e-mail.

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Updated: 01/28/2009