The Reality of AAC: Progress Takes a Village

Aug 18

3 min read

Senior speech therapist Evelyn Chen demonstrates the use of an augmentative and alternative communication app to a client during a therapy session

Like learning any new way of communicating, AAC comes with challenges. But according to the SLTs at SPD we spoke to, success depends not only on the AAC device itself, but also on the support and understanding of the people around the individual.

Tanushree explained: “Educating and building the ecosystem of communication partners around the AAC user are important. Training and equipping communication partners requires time for education and a mindset change (at times!) and several opportunities for co-practice with therapists and professionals.”

Similarly, Aaron highlighted that AAC often requires long-term commitment and consistent follow-through. Factors such as limited environmental support and attitudes towards AAC can affect how successfully a system is used in daily life.

Yvonne felt that one challenge is helping clients and caregivers embrace AAC, especially for individuals who were previously able to communicate verbally and may initially find AAC unfamiliar or unnatural.

“A lot of time and practice is required to help clients experience and see the positive outcomes of having a robust AAC system.” - Yvonne

And due to the time allocated for AAC with clients at the centre, SLTs need to balance the time between updating their AAC system with direct intervention and practice in using the system.

“Eventually, we need to teach the client or caregiver to update the system themselves, but this may not always be possible, such as when the main caregiver is not present at the session and the client is not able to do it themselves,” she said.

Time and practice are often needed for individuals to experience the benefits of AAC and feel more comfortable using it.

Meanwhile, Joey reflected on the challenge of supporting children whose communication needs continue to evolve. In early intervention, AAC planning involves thinking not only about what a child can communicate today, but also how their communication needs may grow over time.

“Earlier in my practice, I had recommended AAC systems that met the child’s immediate needs but might not be adequate in supporting their language development in the long term. For example, recommending smaller grid sizes on Proloquo2Go for a child, thinking it would be easier,” she recalled. “But when she progressed and needed a larger grid, switching layouts meant relearning everything" - an overwhelming process for everyone.

“This experience taught me to support a child’s communication now while planning ahead for smoother transitions.”

She also emphasised the importance of balancing AAC advocacy with empathy for families and teachers who juggle many responsibilities. Starting small and building confidence gradually can make AAC feel more manageable in everyday routines.

“In an EIPIC setting, small class sizes allow for AAC modelling. However, this may not always be possible in pre-schools with larger class size, and at home where families juggle busy routines,” she explained.

“Hence, I have learned to support stakeholders by keeping expectations small and manageable at the start, such as focusing on using AAC for one routine, then gradually expanding as their confidence grows.”

Ultimately, AAC is not a quick fix. It takes patience, collaboration and consistent support, but even small steps can lead to meaningful breakthroughs.

At SPD, referral pathways for an AAC assessment or intervention differ depending on the programme the client is suitable for. For example, external programmes such as those under Special Education (SPED) schools, the referral process is determined by the school itself, such as when teachers raise concerns and submit a referral to SPD directly.

The following infographic depicts the referral processes for the various programmes at SPD. For more detailed information, please contact SPD directly.