AAC for autistic children: a parent’s guide
On this page
What you can do today
- Notice how your child already communicates yes, no, interest, discomfort and a need for help.
- Write down a situation where their message is often missed.
- Ask a speech and language therapist about an AAC assessment and support for the people communicating with your child.
What is the difference between low-tech and high-tech AAC?
Low-tech AAC uses physical materials, such as a picture board or a book. High-tech AAC uses electronic tools, such as an app or a dedicated speech-generating device. Gestures and signs need no equipment. A child may use several methods. ASHA’s AAC overview describes these approaches.
| Approach | Everyday example | A question to explore |
|---|---|---|
| Gestures or signs | A familiar gesture for stop | Will other people recognise it? |
| Picture cards or board | Pointing to help, outside or finished | Can the child see and reach the pictures? |
| Communication book | Pictures and words across pages | Is it available at home and school? |
| Speech-generating app or device | Selecting a message that is spoken aloud | What access method and vocabulary fit the child? |
Does my child need certain skills before starting AAC?
There are no required age, thinking or language milestones for considering AAC. A child does not have to prove that they understand a small set of pictures before someone explores a fuller system with them. Having some speech also does not rule AAC out. See ASHA’s position on access to AAC.
If someone says your child is not ready, ask what communication support can be offered now and whether an AAC specialist can assess access needs. Difficulty pointing may call for a different access method; it does not mean a child has nothing to say.
Will AAC stop my child from talking?
AAC does not mean giving up on speech. It can support communication and language development while speech continues to be supported. Outcomes differ; no card set or app can promise that a child will speak. The goal is being understood now. The ASHA-linked public AAC guide explains using speech and AAC together.
A spoken word, a gesture and a selected picture can all be useful messages. Avoid making access to a needed item depend on saying its name aloud.
How can we explore picture communication at home?
Choose a familiar moment and show how a picture can carry a message. For example, point to an outside picture as you say you are going outside. Invite participation without requiring your child to copy you. Respond to their gestures and other communication too.
Our practical starting example:
- Choose a routine your child already enjoys, such as looking at a book together.
- Put useful messages within reach, including more, stop, help and something they want to comment on.
- Use the pictures yourself as you talk naturally.
- Pause and give time to respond in any way.
- Note what was useful or difficult to discuss with the therapist.
A small printable set is a practical starting example, not a vocabulary limit or a prerequisite for a larger AAC system. You can build picture cards with photos or symbols.
What should I ask at an AAC assessment?
Ask how the system will fit your child’s communication, movement, vision, hearing and languages. Also ask who will help family members and school staff use it. The public AAC guide explains the speech and language therapist’s role in assessment and training.
Bring a few real situations rather than a shopping list of apps. Useful questions include:
- How can my child express refusal, discomfort, opinions and questions, as well as requests?
- Can we try different access methods and systems?
- How will we include our home language?
- What is the plan if a device is unavailable or needs charging?
- Who will follow up, and how will we share what is working?
Use an about my child profile to record preferences and existing ways of communicating.
How can home and school support the same communication system?
Agree how the child can access AAC throughout the day, who will support it, and how adults will respond to messages. Communication matters during play, breaks and transitions as well as lessons. ASHA describes collaboration with school staff and families as part of AAC support.
At your next meeting, use the school meeting notes to record one action, the person responsible and a date to check progress. Local school support processes differ; see school support for country-specific terms.
Frequently asked questions
Is AAC only for nonspeaking autistic children?
No. Children who speak can also use AAC if speech does not reliably meet their communication needs. It may be useful in some situations or throughout the day.
Are picture communication cards a type of AAC?
Yes. Picture cards and boards are low-tech AAC. They are one option within a wider range of communication methods, rather than a complete assessment or prescribed programme.
Are AAC and PECS the same thing?
No. AAC is the broad term for communication that supports or replaces speech. PECS is a specific trademarked teaching programme using picture exchange. Our printable cards are general resources and do not constitute that programme.
Which AAC app is best for autism?
There is no single best app for every autistic child. Ask for an individual assessment and opportunities to try systems before buying. Access, vocabulary, languages and support matter more than a product ranking.
Can I make communication cards for free?
Yes. Our card builder lets you choose symbols or your own photos, edit labels and download a printable PDF without an account.
Sources and content notes
Published by Autism Parent Guide. This is general educational information.
Clinical review involvement
General practitioner (GP) — name withheld
A general practitioner (GP), who prefers to remain anonymous, has been involved in reviewing the site since its development began and as content has been added. This describes ongoing involvement in the site. Individual article review dates and the scope of each review are not currently published.
References for this guide
- Augmentative and alternative communication: professional overviewAmerican Speech-Language-Hearing Association (ASHA)
- AAC access and prerequisitesNational Joint Committee, hosted by ASHA
- Augmentative and alternative communication: public guideCommunication Health Support Association, linked by ASHA
Content updated . This date records an editorial change, not a clinical review. Read our editorial policy or report a correction.
Keep reading & doing
Not medical advice. This article is general information, not a substitute for professional assessment. Every child is different — always talk to a qualified professional about your individual child.