We’ve all seen it: an adult places their hand over a student’s hand to guide them to a button or symbol on their AAC device. It looks supportive—but in reality, it’s taking away the most important part of communication: agency.
You’ve seen it happen. You’ve done it. (We all have.) You’re modeling AAC for a student, feeling proud of yourself for giving space and not demanding a response… and then the silence stretches. A long, awkward silence. Suddenly your inner teacher/therapist alarm goes off: “Something must be said!”
In classrooms where communication takes many forms, the best teaching strategy isn’t always a device, a visual, or a verbal cue—it’s a pause.
As members of the DTA Schools team, we’ve had the privilege of helping educators, therapists, and families use the DAGG-3 (Dynamic AAC Goals Grid, Version 3) to guide communication assessment and goal setting.
When we asked teachers and SLPs what they needed most to support their students using AAC, the overwhelming answer was simple: “Materials!”
Adding visual supports such as step-by-step picture symbols, activity schedules, or task analyses makes learning clearer, reduces stress, and helps children feel successful.
