Top AAC Mistakes to Avoid (And What to Do Instead)

If you’re working with complex communicators, you’re already striving to make a positive impact in their lives. But just like any of us learning along the way, there are common missteps to watch out for. Here are some of the most common AAC mistakes to avoid, along with strategies that can make all the difference in your practice.

1. Using Low-Tech as a Prerequisite for a Communication Device

There’s no prerequisite for using a communication device. If we wait for a child to master low-tech tools—like PECS or core boards—before introducing a robust vocabulary system, we risk delaying their access to language. Introducing a communication device as early as possible provides them with the tools to communicate fully, and research shows that using AAC won’t limit spoken language development—it can actually enhance it.

2. “Wait and See” Approach for AAC

Communication can’t wait. Early intervention is essential, and providing access to language through visual supports, core boards, or a dedicated communication device is key to a child’s progress. Delaying AAC often means lost opportunities to build language skills, so instead of “wait and see,” let’s start with “let’s try!”

3. Over-Reliance on Physical Prompts

While children may need some support to use AAC, too much physical prompting, especially hand-over-hand guidance, can be counterproductive and even invasive. Best practices for teaching AAC involve Aided Language Stimulation (or modeling) and least-to-most prompting. Physical prompts should be a last resort, and hand-over-hand should never be used.

4. Setting Goals Straight from Standardized Assessments

It’s tempting to use missed items on standardized tests as goals, but they may not always be the most functional for the child. Instead, create goals that consider the child’s daily needs and family priorities, as these will be more meaningful and likely to make a greater impact on their lives.

5. Overusing “First Work/Then Play”

Visual schedules can be helpful, but communication and learning don’t need to feel like “work” in a rigid sense. The more fun a child has while learning, the more they’ll engage and retain. Plan activities that blend work and play seamlessly, letting the child take the lead where possible to increase motivation and engagement.

6. Ignoring Sensory Needs

Sensory regulation is essential for learning readiness. If a child is too overstimulated or under-aroused, they’re not in the optimal state for communication and learning. Integrate sensory activities into your sessions to help children find that “just-right” state of arousal, and you’ll see a huge payoff in attention and participation.

7. Writing Goals to “Reduce Echolalia”

Many therapists have traditionally written goals to reduce echolalia or discourage “TV talk.” However, echolalia can be a bridge to meaningful language for some children. Instead, use scripted language as a tool to help children connect and communicate more effectively.

8. Failing to Provide Quality Family Coaching

Your client only spends a small percentage of their week with you, but their family is with them every day. Consistent caregiver training ensures that AAC strategies are reinforced at home, helping prevent device abandonment and fostering a strong support network for communication.

Final Thoughts

Avoiding these common mistakes can create a much more effective AAC experience for your clients, their families, and yourself. Interested in learning more about how to set up successful AAC strategies right from the start? Check out our guide on assessment and treatment strategies for complex communicators and learn how to empower your clients with the language skills they deserve.