Back-to-School with the AAC Language Lab: A Year of Communication Growth Starts Here!
As backpacks are packed, classrooms are prepared, and therapy schedules begin to fill, many AAC teams are asking the same question:
What are some Communication Partner Strategies and how can I support meaningful communication throughout the school day?
As classrooms settle into new routines, communication partners play an important role in ensuring AAC users can communicate, participate, and connect throughout the school day.
Teachers, paraprofessionals, therapists, classmates, and family members may all communicate with an AAC user during different activities and environments. When these partners use supportive strategies consistently, they help create more meaningful opportunities for communication.
Communication partner support does not mean prompting an AAC user to produce a specific response. It means making the AAC system available, modeling language, allowing time, recognizing all forms of communication, and showing the AAC user that their messages matter.
Keep AAC Available
An AAC system cannot support communication if it is turned off, stored in a backpack, placed out of reach, or only available during speech therapy.
At the beginning of the day, communication partners can check that the AAC system is:
- Turned on and charged
- Positioned for comfortable access
- Within the AAC user’s reach
- Available during transitions and activities
- Supported by a backup option when needed
The AAC system should travel with the student throughout the school day. This includes academic lessons, group work, lunch, recess, assemblies, community outings, and conversations with classmates.
Keeping AAC available sends an important message: the student has something valuable to say at any time.
Model Language Naturally
Students learn language by experiencing other people use it in meaningful interactions. AAC users also need opportunities to see how language can be expressed using their communication systems.
Modeling means that a communication partner points to words on the AAC system while speaking naturally. The partner does not need to model every word. Instead, they can select one or two important words that support the meaning of the message.
For example, while reading a book, a communication partner might say, “I like this part,” while selecting “like” on the AAC system. During an activity, the partner might say, “Let’s do more,” while modeling “do” and “more.”
Modeling should be offered without pressure. The AAC user does not need to copy the model or respond immediately. The purpose is to demonstrate how the system can be used for authentic communication.
Allow Plenty of Wait Time
Communicating with AAC may take more time than speaking. An AAC user may need time to process what was said, decide what they want to communicate, locate the words, and construct their message.
Communication partners can support participation by pausing after a question or comment. During that pause, avoid repeating the question, adding more instructions, or answering for the AAC user.
Wait time may feel longer to the communication partner than it actually is. A quiet pause can give the AAC user the opportunity to enter the conversation and communicate a message that is truly their own.
Respond to All Communication
AAC users may communicate through a combination of methods, including:
- A speech-generating device
- Gestures
- Facial expressions
- Body movements
- Vocalizations
- Signs
- Speech
- Writing
- Eye gaze
- Communication boards
Communication partners should recognize and respond to all meaningful communication, not only messages produced through the AAC system.
For example, if a student turns away from an activity or pushes an item aside, the partner might respond, “It looks like you don’t want that,” while modeling those words on the AAC system. This acknowledges the student’s message while also providing a relevant language model.
Responding consistently helps the AAC user learn that their communication is noticed, respected, and effective.
Expand the AAC User’s Message
Communication partners can support language growth by expanding on what the AAC user communicates.
If the student selects “go,” the partner might respond and model, “go outside.” If the student communicates “fun,” the partner might model, “that was fun.” If the student says “book,” the partner might respond, “You want the book.”
Expansion adds one or two words to the original message without correcting or replacing it. It demonstrates how ideas can be expressed in longer or more specific ways while keeping the conversation moving.
Not every message needs to become a teaching moment. Sometimes the best response is simply to acknowledge the message and continue the interaction.
Create Opportunities for Different Types of Communication
AAC is for much more than requesting preferred items. Throughout the school day, students should have opportunities to:
- Share opinions
- Make comments
- Ask and answer questions
- Greet others
- Tell jokes
- Direct an activity
- Protest or refuse
- Ask for help
- Request clarification
- Share information
- Participate in classroom discussions
- Connect socially with classmates
Communication partners can create these opportunities by using open-ended questions, making comments, offering meaningful choices, and pausing so the AAC user has an opportunity to contribute.
Instead of asking a question with one expected answer, try inviting the student to share an idea. For example, replace “Is the character happy?” with “What do you think about the character?”
The goal is not to test the AAC user. The goal is to create a genuine conversation.
Support Communication Without Pressure
AAC users should not be required to demonstrate what they know by using their systems on demand. Repeated prompts such as “Use your device” or “Say it on your talker” can make communication feel like a task instead of a meaningful interaction.
Instead, make the AAC system accessible, model relevant language, allow time, and respond to the student’s chosen form of communication.
The goal is authentic communication—not simply pressing buttons or producing an expected response.
A Back-to-School Tip
Check out a new resource on the AAC Language Lab...
VOICE: Communication Partner Strategies Companion Guide and Posters
Is a resource designed to help communication partners confidently support AAC users through intentional, evidence-based interactions. Built around the VOICE framework, this practical resource provides easy-to-follow strategies, visual reminders, and real-world examples that promote meaningful communication opportunities throughout the day. The companion guide offers deeper explanations and implementation tips, while the posters serve as quick-reference tools for classrooms, therapy spaces, homes, and community settings. Together, they help SLPs, educators, families, and support teams create more responsive communication environments that encourage participation, language growth, and increased AAC use.
Ready to Learn More?
Supporting AAC implementation is a team effort. When communication partners keep AAC available, model language, allow wait time, respond to all communication, expand messages, and create opportunities for authentic participation, they help make communication part of the entire school day.
The beginning of the school year is a great time for teams to review these strategies together and identify how they will support communication across classrooms, therapy sessions, social activities, and everyday routines.
Strong AAC implementation begins with access and succeeds when AAC users know their communication will be heard and respected.
Explore additional communication partner resources at AACLanguageLab.com.
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