I remember a time when I was in consulting position.  I was playing with a student and using his AAC system during an evaluation.  I would take a turn and the student would model what I did. We continued in this method for about twenty minutes.  I considered the session a success and it showed me that the student had developing potential.   However, the observing professional had commented to me, that I had given the student all of the “answers.”  When communicating there are no right answers!  It seemed that she was unaware of the importance of scaffolding instruction (modeling).  After a discussion it was very clear that the “touch the” and “show me“ method of communication therapy was primarily used with the student.   That is testing and not communicating!  Unfortunately too often that is the norm and not the exception. 

Here are a few points to keep in mind as you incorporate AAC into the lives of students: 

• Just because a student has an AAC system it does not mean they will automatically know how to use it.
• Young children learn how to communicate by adult models, in turn AAC users can learn how to communicate in the same fashion.
• It is okay to use the student’s device. In fact this is necessary for successful implementation.
• Students have to have a clear understanding of what you’re expecting of the so that they can do it.
•  The individual responsible for the student’s AAC system and implementation should have a working knowledge of the system and be two steps ahead of the student.