Aided Language Input: What is it & Why is it Important?

Aided language input, also referred to as aided language stimulation or modeling, is a strategy in which a communication partner activates buttons or points to icons on a communicator’s Augmentative and Alternative Communication (AAC) system as they interact with the communicator verbally. For example, touching the button for “Look” as a communication partner says, “Look at that!” Throughout the rest of this blog post, I’ll refer to this strategy as both modeling and aided language input. These terms can be used interchangeably.

Why is modeling important? 

Typically developing children naturally learn language by being immersed in a language-rich environment. Kids are constantly exposed to language from the time they wake up to the time they go to bed.

Learning an AAC system shouldn’t be any different. While the modality may be different (e.g., speech-generating device instead of spoken words), the manners in which children learn the system should be the same.

We teach individuals to communicate using their AAC system by using their AAC system. This doesn’t mean we only model AAC use during speech therapy, when it’s convenient, or during perfectly curated opportunities. We should be modeling all the time.

Did you know that it would take 84 years for a child using an AAC system to receive the same amount of exposure to language via modeling as a typically developing child naturally receives during their first 18 months of life (Korsten, 2011)? This is exactly where you come in! Parents and family members modeling outside of 20-30 minute speech sessions is critical in progressing a child’s knowledge of their AAC system.

Often times, adults assume that an AAC user is incapable of learning a particular AAC system after an arbitrary amount of time. However, has the individual had sufficient access to modeling to support language development?

Modeling should be a natural part of everyday routines and activities. Think of all the times throughout the day that you talk with your child. Now, brainstorm ways you can naturally incorporate your child’s AAC system during that time. Let’s break down a common morning routine as an example. The morning routine is divided into activities and ideas for what to model.

Wake up:

Greeting: “Morning,” “Hi”

Directing actions: “Get up,” “Out:

Go to the bathroom and brush teeth:

Directing actions: “Go”

Requesting assistance: “Help me,” “Need help”

Walk to the kitchen

Commenting on actions within the environment: “Walk there,” “Go down”

Make breakfast and talk with your family

Asking questions: “What want?”

Making requests for preferred foods: “Want eat,” “Feel hungry”

Describing actions: “Make it,” “Turn it”

Eat breakfast

Commenting: “Yum,” “Like it,”

Requesting recurrence: “Want more,” “Need more", “Give me”

Indicating completion of an activity: “Finish it,” “All done,” “No more”

Play before school

Directing actions: “Go,” “Turn”

Commenting: “Like it”

Get dressed

Requesting assistance: “Help,” “Need you”

Directing actions: '“Put on,” “Wear that”

Walk to the bus stop

Directing attention: “Look,” “There go”

Directing actions: “Slow,” “Fast,” “Go,” “Stop”

Say goodbye as your child gets on the bus

Bidding farewell: “Bye,” “See you”

Next week, we’ll talk about strategies to support you in becoming an effective communication partner and expert modeler!