AAC word count is not a progress report. Indicators that AAC is working even when it's quiet.
Maria De Leon M.S., CCC-SLP, BCS-AAC
5/29/2026
AAC progress is often subtle, and we might miss it if we focus only on one type of ‘production’.
In early language development, communication growth shows up in attention, motivation, emotional expression, and social engagement long before word count increases.
1. Increased Attention
Watch for: Glancing toward the device, pausing to notice AAC models, anticipating device use
Why it matters: This is the brain-building joint attention, one of the earliest and most critical foundations of language development. Developmental norms help guide our AAC intervention (Binger et.al., 2024)
2. Social Engagement
Watch for: More initiations, turn-taking, eye gazes, smiles, responses
Why it matters: The brain is learning that communication creates connection. That's the core motivation that drives all language growth. and AAC has been shown to increase turn-taking (Romski et.al., 2010)
3. Emotional Regulation
Watch for: Reduced physical frustration, increased body awareness, and tolerating the device longer
Why it matters: Frustration blocks language learning. Through aided language input, we can increase language comprehension (O’Neill et al., 2018).
4. Operational Skills
Watch for: Purposeful reaches, intentional taps, and bringing the device to a partner
Why it matters: Intentional device use signals emerging agency. The child understands that their actions create outcomes. This is a major language developmental milestone.
5. Oral Linguistic Skills
Watch for: New vocalizations, emerging words, combining sounds, and spontaneous new words.
Why it matters: AAC models language structure and gives the brain a blueprint for speech. Over 30 + years of research, not a single study has found that AAC decreased speech production (Romski et al., 2015).
This is how we justify AAC.
Not just by counting words. But by documenting what the brain is doing:
Is attention increasing?
Is frustration decreasing?
Is social engagement growing?
Is device use becoming purposeful?
Progress is happening. We just have to know where to look.
Download your free PDF checklist for your next IEP, session, or report writing.
References
Binger, C., Harrington, N., & Kent-Walsh, J. (2024). Applying a Developmental Model to Preliterate Aided Language Learning. American Journal of Speech-Language Pathology, 33(1), 33–50. https://doi.org/10.1044/2023_ajslp-23-00098
O’Neill, T., Light, J., & Pope, L. (2018). Effects of Interventions That Include Aided Augmentative and Alternative Communication Input on the Communication of Individuals With Complex Communication Needs: A Meta-Analysis. Journal of Speech, Language, and Hearing Research, 61(7), 1743–1765. https://doi.org/10.1044/2018_jslhr-l-17-0132
Romski, M., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A., Barker, R. M., & Bakeman, R. (2010). Randomized Comparison of Augmented and Nonaugmented Language Interventions for Toddlers With Developmental Delays and Their Parents. Journal of Speech, Language, and Hearing Research, 53(2), 350–364. https://doi.org/10.1044/1092-4388(2009/08-0156)
Romski, M., Sevcik, R. A., Barton-Hulsey, A., & Whitmore, A. S. (2015). Early Intervention and AAC: What a Difference 30 Years Makes. Augmentative and Alternative Communication, 31(3), 181–202. https://doi.org/10.3109/07434618.2015.1064163
