When a child who uses AAC appears to be noncompliant or engages in behaviors that seem to “shut down” communication or participation, it’s easy to label it as defiance or resistance. But what if these behaviors are actually communication?
One of the most common questions we hear when supporting emergent AAC users is: How do we know they meant it?
As AAC partners, it’s our job to recognize these messages and respond in a way that helps the child learn more effective ways to communicate. One powerful strategy to support this process is called “Respect and Reflect.”
The support of a 1:1 paraprofessional may be one part of an Individualized Education Program (IEP) team’s plan to ensure access, participation, and meaningful communication in the general education setting.
One common mistake is moving words around or creating too many special pages for specific activities. While this might seem helpful in the moment, it can actually make communication more difficult in the long run.
If you support individuals who use AAC, you’ve probably heard the term “communicative competence.” But what does it really mean—and how do we make sure we’re considering everything that contributes to communication success?
