Treat AAC as communication access, not a reward or last resort
ASHA’s AAC Practice Portal includes unaided and aided forms and describes flexible systems that may combine speech, vocalizations, gestures, writing, pictures, low-tech supports, and speech-generating devices. It says people who use AAC should always have access to their communication tools or devices. This page does not select a system, vocabulary, symbol set, access method, or clinical plan for a learner.
ASHA Practice Portal: Augmentative and Alternative Communication (AAC)
Individualize the access question
ASHA says AAC design should reflect individual strengths and needs, and that vocabulary, symbols, display, access method, language, sensory and motor status, communication partners, and contexts may matter. ASHA also calls for involving the individual and family in decision making. A parent observation can identify a barrier or preference; AAC assessment and treatment recommendations remain within qualified professional scope.
ASHA Practice Portal: Augmentative and Alternative Communication (AAC)
Optional original observation record: one communication opportunity
Use this optional record after one real activity. Preserve what happened without scoring the learner, inferring intent, or claiming that a support caused the response. “Not observed” is different from “cannot communicate.”
| Field | What to record |
|---|---|
| Activity and purpose | What was happening and what the learner might need to express, ask, refuse, comment on, or clarify |
| Available modes | Speech, vocalization, gesture, body movement, sign, writing, picture, low-tech board, device, or another observed mode |
| Access conditions | Tool location and charge; position; symbol or text visibility; noise; language used; partner present |
| Partner input and wait | Exact direction, model, question, choices, and approximate time allowed before another prompt |
| Observed response | Exact selection, words, movement, message, repair attempt, refusal, or no observable response |
| Barrier or follow-up question | What may have limited access and which qualified person or AAC user should answer the next question |
Ask partner questions without forcing normalization
Optional editorial questions include: Was the learner’s preferred or reliable mode available? Could the learner refuse, request help, comment, and repair a misunderstanding—not only answer adult questions? Did the partner accept oral and nonoral responses, allow processing time, and avoid requiring eye contact or “quiet hands” as proof of attention? These are conversation prompts, not research findings or a treatment protocol.
Keep access, evaluation, and treatment decisions separate
ASHA identifies communication and AAC assessment, diagnosis, treatment, partner training, and referral as skilled SLP roles, often within an interprofessional team. ASHA’s autism page also notes that some autistic traits may inform diagnosis but do not require intervention or change. Bring clinical questions to a qualified professional; use this page only to organize access observations and questions.
ASHA Practice Portal: Autism and Autism Spectrum DisorderASHA Practice Portal: Augmentative and Alternative Communication (AAC)
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Sources for this page
ASHA supplies professional guidance on AAC systems, assessment considerations, communication partners, autistic communication, and SLP roles; it does not validate this homeschool record or prescribe one mode for every autistic learner. Each optional observation or question record is original SEH editorial material, not a validated assessment, diagnostic instrument, treatment plan, or provider endorsement. The cited sources do not establish homeschooling or Homeschool Momentum effectiveness. This revision remains pending educator review; communication, diagnostic, behavioral, medical, and treatment decisions belong with the appropriately qualified professional and the autistic person or AAC user.
Ledger access date: 2026-09-11
Official checks before you act
Because homeschool law, special education services, and funding rules vary, verify requirements with your state education department, local district, official ESA or scholarship program, and qualified providers. Keep screenshots or PDFs of official guidance with your records.
Frequently asked questions
Does using AAC prevent speech?
This page makes no prediction about speech. ASHA describes AAC as augmenting or replacing speech according to communication need. Ask a qualified AAC professional about the individual learner rather than withholding access based on a general claim.
Can this observation record diagnose a communication disorder or select a device?
No. It is an optional original record of one opportunity and its conditions. It is not an assessment, diagnosis, device trial, or treatment recommendation.
Should a learner use the same communication mode all day?
No universal mode is prescribed here. ASHA describes multimodal communication that can change with context, audience, intent, preferences, abilities, and access needs.