AAC Myths
Common misconceptions about Augmentative and Alternative Communication
Myths
Research busting this myth:
To add on to the research, I'll say I've actually found AAC to be extremely helpful for preventing delays in language (being able to put together a message) while speech is being learned. Think about a two year old who can only say a handful of words. Every single day their peers get to practice language. They're learning how to put words together to make sentences and questions. They're learning how to change words to talk about the past (turning walk into "walked"). If our two year old has access to robust AAC (usually a full communication device - PECS is not robust!) they'll be able to practice those skills now, too, rather than having to wait for some ambiguous future date when they can speak.
Myth 1: AAC delays speech acquisition
Myth 2: AAC should not be used unless other options have failed.
Journal article busting this myth:
Augmentative communication and early intervention: Myths and realities
My perspective: Going without access to language for any longer than absolutely necessary is more than deeply frustrating; it's actively dangerous. If you get hurt or sick, or if you're being mistreated, you absolutely need to have access to the words to tell others about what's wrong. (That's why one of the very first things I do on most communication devices is make a designated "Something's wrong" page.)
In addition to the safety component, the ability to communicate is a basic human right. Given that we know AAC does not harm speech development (see myth #1), there is no reason to deny access to that right.
Myth 3: AAC should not be used with very young children.
Journal article busting this myth:
Augmentative communication and early intervention: Myths and realities
My perspective: This goes along with the first two myths. There's this idea that there is a magic number for how old a child should be before AAC is introduced. That's a common misconception. Again, AAC does not delay speech and it does provide access to the language use opportunities (trying new words, seeing how word order changes meaning, learning to ask questions, etc) that children with limited speech would otherwise miss out on. AAC fills an important role even for very young children.
Myth 4: There are prerequisite skills that must be learned before AAC can be taught
Busting this myth:
There's only so much non-paywalled research out there in the world, so again I'll cite Augmentative communication and early intervention: Myths and realities as the official research article, but for more on the subject I would recommend this article and this article.
My take:
Commonly cited "prerequisite skills" for AAC are an understanding of cause and effect, a given intelligence level, picture discrimination, sustained/joint attention, finger isolation, the list really goes on and on. I can tell you that I've used AAC successfully with kids who would have flunked every single one of those. There's a reason this is called a myth.
Myth 5: You should start with a small number of buttons.
Which layout do you think speech therapists who specialize in AAC would consistently prefer to start brand new users with (given no physical or visual considerations). This 20-button layout?
Or this 60-button layout?
Common sense would lead you to think the 20, but it would be wrong.
Myth 6: If symbols aren't realistic looking they won't be understood.
Myth 7: People who are [blind, deaf, intellectually disabled, physically disabled] can't use robust AAC.
Myth 8: If users are "playing" with their devices, that means they aren't going to succeed with them.
Myth 9: If a user isn't showing "functional use" of a device within a month, AAC is a poor choice for them.
Myth 10: PECS is a good communication system.
Myth 11: You can't get a robust AAC device on your own.
Myth 12: To teach AAC you need to force the learner to use it.