Children who are learning to talk hear spoken language for many months before they say their first words. Children who use augmentative and alternative communication (AAC) often get the opposite: a device or board placed in front of them, and a stream of questions asking them to point, find or say something on it.
Aided language modelling turns this around. Communication partners use the person's AAC system themselves, pointing to symbols or selecting words while they talk, so the person sees the system used in real situations.
What the evidence shows
Systematic reviews have found that modelling on a person's AAC system improves communication outcomes for children with complex communication needs, including vocabulary, building sentences and taking turns in conversation (Sennott et al., 2016; Biggs et al., 2018). Teaching communication partners how to support AAC use also has large effects on the communication of people who use AAC (Kent-Walsh et al., 2015).
Model, don't test
- Model without expecting: point to words as you talk, without asking the person to copy you.
- Model one step ahead: if the person uses single words, model two-word combinations.
- Use core words: words like more, go, stop, help and finished work across many situations.
- Keep it within reach all day, not only in therapy sessions.
- Swap test questions for comments: instead of 'Show me red', try 'I like the red one' while pointing to like and red.
Modelling can feel slow and unfamiliar at first, particularly for busy families and classroom staff. But every time a partner models, they are doing what every fluent speaker once had done for them: showing how language works before asking anyone to use it.
Related resources
- Aided Language Modelling Guide
- Core Words Communication Board
- Communication Partner Strategies Guide
- Introducing AAC: Team Plan
References
- Biggs, E. E., Carter, E. W., & Gilson, C. B. (2018). Systematic Review of Interventions Involving Aided AAC Modeling for Children With Complex Communication Needs. American Journal on Intellectual and Developmental Disabilities, 123(5), 443–473. https://doi.org/10.1352/1944-7558-123.5.443
- Kent-Walsh, J., Murza, K. A., Malani, M. D., & Binger, C. (2015). Effects of Communication Partner Instruction on the Communication of Individuals using AAC: A Meta-Analysis. Augmentative and Alternative Communication, 31(4), 271–284. https://doi.org/10.3109/07434618.2015.1052153
- Sennott, S. C., Light, J. C., & McNaughton, D. (2016). AAC Modeling Intervention Research Review. Research and Practice for Persons with Severe Disabilities, 41(2), 101–115. https://doi.org/10.1177/1540796916638822
This article is general information for practitioners. It is not clinical advice: use your professional judgement and follow your organisation's procedures.