AAC speech generating device for children: A Parent’s Guide

A child’s communication is more than requests for snacks or favorite toys. They may want to ask questions, share a joke, explain how they feel, or take part in a conversation. An AAC speech generating device for children can provide words and messages they can select and hear spoken aloud. The right system should support a wide range of communication, with vocabulary that reflects the child’s interests and can grow over time. Families can also consider screen layout, access methods, positioning, and how the device fits into home and school routines. This guide offers practical ways to compare options and help a child get started.

Key Takeaways

• AAC offers children more ways to communicate

  : A speech-generating device can complement speech, gestures, and other tools, with no readiness test required.

• Choose a device around the child’s needs

  : Compare vocabulary, access methods, comfort, and daily routines, then trial options with an AAC-experienced professional.

• Keep communication tools available and pressure-free

  : Model AAC in everyday activities, respond to all communication attempts, and coordinate support across home, school, and community.

What Is an AAC Speech-Generating Device for Children?

Augmentative and alternative communication (AAC) includes tools and strategies that help people communicate when speech alone does not meet their needs. A speech-generating device (SGD) is one type of AAC: it produces spoken words or messages selected by the user. Children may choose messages by touching words or symbols on a screen, selecting a recorded phrase, or using another access method. An SGD can work alongside speech, gestures, facial expressions, and other ways of communicating. The goal is to give a child more ways to share what they think, feel, and want to say. TherapyWorks describes the range of AAC options, from picture boards to speech-generating devices.

How devices turn words, symbols, and messages into speech

An SGD connects a way to select messages with software that speaks them aloud. A child might tap a symbol or word on a screen and hear the device say it using a recorded or computer-generated voice. Some systems let the child combine words to create messages, while others include ready-made phrases for familiar situations.

The vocabulary and layout can be customized, but a system should offer more than words for requesting favorite items. Children also need ways to comment, ask questions, express feelings, and connect with people. An AAC-experienced speech-language pathologist can help identify vocabulary and access options that fit a child’s needs. Forbes AAC offers ProSlate devices that can be configured for communication.

How AAC supplements or replaces speech

AAC can supplement speech for a child who speaks in some situations but needs another way to communicate at other times. For another child, an SGD may be the primary way to share messages. Children can use speech, a device, gestures, and facial expressions together, choosing the approach that works for them in the moment.

Using AAC does not mean a child must stop working on spoken language. AAC provides another way to communicate and can support language learning, participation, and social connection. It can also help children express needs, ideas, and feelings, which may ease communication-related frustration. Speech and Language Kids explains how AAC can support children’s communication.

Why children can try AAC without prerequisites

Children do not need to reach a particular language level or demonstrate cause-and-effect understanding before trying AAC. There is no readiness test to pass. A child can explore a communication system while learning how it works, with adults modeling its use and adjusting it to suit the child.

An evaluation can help families and professionals find appropriate tools and access methods, but it should focus on the child’s communication needs, not on whether the child has earned access to AAC. Caregivers and educators can keep the system available, respond when the child communicates, and allow time to explore without demanding imitation or use on cue. This gives the child space to discover how AAC can help them express themselves.

What Types of AAC Can Children Use?

AAC includes many ways to communicate, from gestures and pictures to apps and speech-generating devices. A child may use one option or combine several, depending on their preferences, access needs, and daily activities. The best fit can also change over time, so families and professionals can review options as the child’s communication develops.

No-tech and low-tech tools, including gestures, picture boards, and communication books

Children can communicate without an electronic device. Gestures, facial expressions, signs, pointing, and writing can all convey a message. Low-tech tools include picture boards, letter boards, and communication books with words or symbols. A child might use one to make a choice, share an idea, or take part in a conversation.

These tools do not need batteries or charging, and they can be useful at home, school, or while out. They can also provide another way to communicate alongside a speech-generating device. Keep relevant words and pictures within reach, and respond to the child’s message whether they share it through a tool, a gesture, or another method. Speech and Language Kids describes common AAC options.

Mid-tech devices with recorded messages

Mid-tech AAC devices use buttons to play recorded words or phrases. A child might press a button to say “more,” greet someone, or take a turn in a familiar activity. Some devices have a few buttons, while others let a communication partner record multiple messages. BigMack and GoTalk are examples of this type of tool.

A recorded message can make it easier to share a specific phrase in a particular situation. The device may be used on its own or alongside gestures, picture boards, or a communication app. A speech-language pathologist can help families consider whether this type of device matches the child’s goals and how to make it available during everyday activities. See examples of recorded-message AAC devices.

High-tech speech-generating devices and communication apps

High-tech AAC includes communication apps on phones or tablets and dedicated speech-generating devices. These systems can let a child select symbols or words, put them together into messages, and hear those messages spoken aloud. Depending on the system and the child’s access needs, selections may be made by touching the screen, using eye gaze, or activating a switch.

Some systems provide a broad vocabulary that can be organized and personalized over time. Others may be set up for particular activities or communication goals. Families and professionals can explore options based on the child’s language, vision, motor skills, and preferences, then trial them in familiar settings. Forbes AAC offers ProSlate speech-generating devices, as well as communication software and vocabulary systems to discuss with an AAC specialist.

How dedicated devices differ from tablets

A tablet can run a communication app, but it is also designed for general use. A dedicated speech-generating device is intended or configured specifically for communication. Depending on the model, it may offer features such as a durable case, an amplified speaker, or compatibility with mounting and access accessories.

Neither option is right for every child. Think about how the child will select messages, where they will use the system, and whether they need supports such as a keyguard or mount. Vocabulary software, screen size, portability, and customization also affect how well a device fits a child’s routines. TherapyWorks explains how AAC devices can differ. A professional can help compare choices and arrange a trial.

How to combine AAC tools across activities and settings

A child may use different forms of AAC throughout the day. They might use a speech-generating device to talk with a classmate, point to a picture board during an activity, and use gestures while playing. Having another option available can help when a device is charging, out of reach, or not suited to a particular moment.

Consistency across home, school, and community can help communication partners recognize and respond to a child’s messages. Caregivers and educators can model words on the child’s AAC system during everyday interactions, including when talking with the child and with other people. Modeling gives children examples of how a system can be used without requiring them to copy or respond. Speech and Language Kids shares guidance on modeling AAC in daily routines.

What Benefits Can AAC Offer?

AAC gives children additional ways to communicate when speech alone does not meet their needs. A child may use gestures, pictures, a communication book, or a speech-generating device, and can combine these methods with speech. The goal is to support communication that works for the child across everyday situations.

Help children express needs, ideas, preferences, and emotions

A child may have plenty to say but find it difficult to communicate through speech alone. AAC offers other ways to share a message, whether a child points to a picture, selects a word on a device, or combines several methods. They can use AAC to ask for help, choose an activity, share an idea, or tell someone how they feel.

AAC can also help communication partners understand the child’s message. When a system includes words and symbols connected to a child’s interests and daily life, it can support more than basic requests. Families and caregivers can learn to notice the child’s communication and respond to it. Speech and Language Kids explains how AAC can help children express needs, ideas, and feelings.

Support participation in learning, social activities, and daily routines

AAC can help children take part in more moments throughout the day. At school, a child might answer a question, comment on a story, or contribute to a group activity. At home, they might choose what to eat or share something about their day. With friends, AAC can help them greet others, make jokes, express opinions, and talk about shared interests.

Communication partners can support participation by keeping the child’s AAC available and allowing time to respond. Vocabulary that reflects classroom topics, favorite activities, and everyday routines can help children communicate in different settings. AAC is not only for requesting items or activities; it can also support learning, connection, and social interaction. TherapyWorks describes how AAC can help children participate in social interactions and build language understanding.

Reduce communication-related frustration

When a child has a message but cannot easily share it, frustration can arise for the child and the people around them. AAC provides another way to communicate what they need or want. A child might select “break,” point to a picture, or use a speech-generating device to explain what is bothering them.

AAC works best when children can access it throughout the day, rather than only when someone asks them to use it. Families and educators can model how to communicate with the system, respond to the child’s attempts, and give them time to express themselves. AAC cannot prevent every communication challenge, but it can give a child more options for getting a message across. TherapyWorks outlines how AAC supports people who have difficulty communicating through speech.

Support children who use some speech without hindering speech development

AAC can support children who speak some of the time, whose speech is difficult to understand, or who cannot rely on speech in every situation. A child might speak when it feels comfortable and use gestures, pictures, or a device at other times. AAC adds communication options; it does not require a child to stop using speech.

Some families wonder whether AAC might discourage a child from learning to speak. Speech and Language Kids notes that AAC does not stop speech development and may support it. An AAC-experienced speech-language pathologist can help a family choose tools and show communication partners how to model AAC alongside speech, based on the child’s individual needs.

What Should You Look for in an AAC Speech-Generating Device for Children?

There is no single speech-generating device that suits every child. The right option depends on the child’s communication goals, preferences, access needs, and daily routines. Consider how the device works in real settings, not just how it looks during a demonstration. An AAC-experienced speech-language pathologist can help assess options and arrange trials with the child, family, and other communication partners.

Match the device to the child’s goals, preferences, and routines

Start by thinking about what the child wants to communicate. They may want to ask for help, share an opinion, join a conversation, or talk about a favorite activity. Consider where they’ll use AAC, such as at home, school, or in the community, and what those settings require from a device.

AAC options can vary in size, vocabulary, access methods, and customization. The TherapyWorks guide to AAC devices offers an overview of factors to compare. Include the child in the selection process in ways that work for them, and observe their comfort and engagement during trials. A device should support the child’s communication, including messages that matter to them, not only requests chosen by adults.

Choose a flexible vocabulary system that supports language growth

Look for a vocabulary system that gives the child ways to express more than immediate needs. Useful words for everyday communication can sit alongside vocabulary about the child’s interests, relationships, and routines. Core words, such as “go,” “more,” and “want,” can be used in many contexts. A flexible system should let the child keep familiar words while adding vocabulary as their communication develops.

Ask how the vocabulary can be customized and expanded, and whether the child can use it across activities and settings. The TherapyWorks overview discusses the role of core vocabulary in AAC systems. An AAC-experienced speech-language pathologist can help choose a starting vocabulary and review it over time. The child should have access to words for a range of purposes, including sharing ideas, asking questions, and connecting with other people.

Compare voice options, screen size, battery life, portability, and durability

Practical features can affect how easily a child uses a device throughout the day. Check whether the screen size and layout make messages easy to see and select. Consider available voice options and whether the child finds a voice comfortable. Battery life matters during school days and outings, while portability and durability can affect how well a device fits into the child’s routines.

Think about where and how the device will be used. It may need a protective case, a mount, or a stable place on a desk or wheelchair. The Lingraphica guide to speech-generating devices outlines features such as screen size, voice, battery life, and portability. Whenever possible, compare these details during hands-on trials in familiar settings. A child’s comfort and access are just as important as the device’s technical specifications.

Consider customization, ease of use, and compatibility

Consider how the child will access messages. Some children use direct touch, while others may benefit from eye gaze, switch scanning, or another access method. Button size, screen layout, and vocabulary may also need adjustment. Ask how easily caregivers and professionals can personalize the system, add words, and make changes as the child’s communication needs shift.

Think through daily use, too. Can the device be positioned comfortably? Will the child have access to it across home, school, and community settings? Can the people around them learn how to support communication? An AAC-experienced speech-language pathologist can help compare access options. Trial the device during familiar activities, since a short product demonstration may not show how well it fits the child’s everyday routines.

Explore Forbes AAC options: ProSlate, WinSlate, CoughDrop, and CoreWord

Forbes AAC offers several products that families and evaluation teams can consider. The ProSlate series includes iOS speech-generating devices, while WinSlate devices use Windows. CoughDrop is AAC software, and CoreWord is a language system. Each option may suit different communication goals, preferences, and access needs. The most appropriate choice depends on the child and how they will use AAC.

During an evaluation or trial, ask how each option supports the child’s access method, vocabulary, and daily routines. Forbes AAC’s assistive technology specialists can answer questions about available products and solutions. The child’s clinical team can help assess communication needs and guide the selection process. Together, they can help families explore a setup that supports the child’s participation at home, school, and in the community.

Which Access Methods and Features Matter?

An AAC device should fit the way a child sees, moves, and communicates throughout the day. Access method, screen layout, positioning, and accessories can all affect how comfortably and reliably a child selects messages. An AAC-experienced speech-language pathologist (SLP) or assistive technology professional can help assess these needs and plan a trial.

Consider direct touch, target size, and customizable layouts

With direct touch, a child selects words or symbols by tapping the screen. Consider whether they can reach targets accurately and comfortably, and whether the buttons are large enough and spaced far enough apart. A layout with fewer, larger targets may support accurate selections, while a layout with more buttons may provide access to a broader range of vocabulary.

Customization can adjust button size, spacing, vocabulary, and page organization as a child’s needs change. Aim for a layout that supports reliable access while still offering words for many purposes, including asking questions, sharing opinions, and joining conversations. AAC devices can differ in access methods and customization options, so consider how a layout works in everyday routines, not only during a demonstration.

Explore eye gaze, switch scanning, and other access methods

Touch may not be the most comfortable or reliable option for every child. Depending on the device and setup, other access methods can include eye gaze, head tracking, or switch scanning. With switch scanning, choices are presented in sequence, and the child activates a switch to select a message. Eye gaze systems use a child’s gaze to make selections.

Each method has its own setup, equipment, and learning considerations. An SLP or assistive technology professional can help compare options based on the child’s movement, vision, and ability to make selections. Some AAC devices offer different access options, but availability depends on the device and configuration. Ask which methods can be trialed and what training or accessories they may require.

Consider keyguards, mounts, and positioning supports, including SnapLock accessories

Accessories can help a child reach, see, and select messages more comfortably. A keyguard is a cover with openings over the screen that can help guide a finger to the intended button and reduce accidental selections. A mount can hold the device at a useful angle, such as beside a wheelchair, at a desk, or near a bed.

Check that the device stays stable and within reach during the activities where the child communicates. Positioning needs may change when the child sits, stands, or moves between settings. Forbes AAC offers SnapLock accessories and device options. An SLP or assistive technology professional can help determine whether a keyguard, mount, or other support suits the child’s access needs and daily setup.

Account for vision, motor, sensory, and seating needs

Look at the full picture when considering access. A child with low vision may benefit from changes to contrast, symbol size, or spacing. Motor control can affect the effort needed to reach and select a target. Sensory preferences may influence how a child responds to screen brightness, sounds, or touch. Seating and posture matter too, since stable body support can make it easier to reach and use a device.

These needs can overlap, so base decisions on what you observe across activities rather than a single moment. Share useful details with the child’s SLP and assistive technology team, including what seems comfortable and what creates difficulty. Families can contact a Forbes AAC specialist to discuss device options and questions about access features.

Trial access methods and features across activities and settings

A setup that works in a quiet therapy session may feel different at home, in class, or during a community activity. When possible, try the device in the settings where the child communicates most. Notice whether they can see and reach the screen, select messages consistently, and use the setup without discomfort. Allow time for the child to become familiar with each access method and position.

Invite the child, family, educators, and SLP to share observations during the trial. Keep notes on what feels easy or difficult, and whether the layout, vocabulary, or mounting needs adjustment. These details can help the team compare options based on everyday use. To discuss available devices and support, families can connect with a Forbes AAC specialist.

How Can Professionals Help Choose and Set Up a Device?

Choosing an AAC device works best as a team effort. The child’s communication goals, preferences, access needs, and daily routines all matter. Professionals can help families compare options, plan a useful trial, and set up a system that supports communication at home, school, and in the community.

Request an evaluation from an AAC-experienced speech-language pathologist

An evaluation with a speech-language pathologist (SLP) who has AAC experience can help identify how a child communicates and what supports may help them express more. The SLP can consider language, vocabulary, communication goals, and access needs. An occupational therapist may also offer guidance on positioning and how the child can select messages.

Share examples of the child’s routines, interests, and current ways of communicating. The team can use this information to explore options beyond direct touch, including switches or eye gaze when appropriate. Speech and Language Kids’ AAC guidance explains how a qualified professional can help assess a child’s communication needs and identify suitable supports.

Involve the child, family, educators, and assistive technology professionals

A device should support the child across the places and activities that matter to them. Invite the child to share preferences in an accessible way, and include family members, teachers, therapists, and other regular communication partners. They can identify useful vocabulary, important routines, and situations where communication is difficult.

Involving the team also helps create consistent support. Communication partners can learn to model words, allow time for a response, and recognize communication in all its forms. Speech and Language Kids’ guide to AAC recommends involving family, teachers, and caregivers. Assistive technology professionals can offer added insight on device features, access methods, and setup. Keep the child’s preferences central as the team makes decisions.

Trial devices to assess access, vocabulary, and fit

A device that seems suitable during a demonstration may feel different in everyday use. When possible, trial options during familiar activities, such as play, meals, classroom tasks, or outings. Notice whether the child can access the device comfortably, find useful messages, and communicate without unnecessary effort.

Consider the vocabulary system as well as the device itself. Can the child share opinions, ask questions, and connect with others, as well as express immediate needs? Is the layout accessible, and can it support language growth? An SLP or assistive technology professional can help compare observations. TherapyWorks’ overview of AAC devices recommends trials to assess accessibility, vocabulary, and overall fit.

Set communication goals, plan training, and review needs over time

Work with the child and their team to set practical communication goals. These might include making choices, greeting someone, sharing an idea, or taking part in a classroom activity. Goals should connect to the child’s interests and routines, then change as their communication develops.

Plan training for the child and the people who communicate with them. Decide who will help, when to model words, and how to keep the device available throughout the day. There is no need to require the child to copy a word or use the device on demand. Speech and Language Kids’ AAC resource notes that AAC can support speech development and recommends setting goals, planning training, and reviewing needs regularly. Check in with the team to update vocabulary, access, or setup when needed.

Contact a Forbes AAC assistive technology specialist

An assistive technology specialist can help families and professionals learn about device features and consider options for a child’s communication and access needs. Before reaching out, gather questions from the evaluation and trial, along with notes about what worked in different settings. Details about positioning, access, and daily routines can help guide the conversation.

Forbes AAC offers ProSlate devices, CoughDrop AAC software, CoreWord language systems, and accessories such as SnapLock keyguards and mounts. A specialist can provide product information and help you prepare questions to discuss with the child’s evaluation team. Use the Forbes AAC specialist finder to connect with a representative and ask about available options and next steps.

How Can Caregivers Help a Child Get Started?

Getting comfortable with an AAC device takes time and practice. Caregivers can make communication part of everyday life by exploring the device together, modeling words, and responding to the child’s attempts without pressure. Small, consistent moments give children chances to learn and communicate at their own pace.

Learn the device and vocabulary system with the child

Set aside relaxed time to explore the device together. Learn how to find words, move between pages, adjust the volume, and use any features the child relies on. Get familiar with the vocabulary system, too, so you can help locate words while letting the child lead the conversation.

You do not need to master every feature before the child starts using the device. Explore at a comfortable pace, and bring questions to the child’s speech-language pathologist or assistive technology specialist. Speech and Language Kids’ AAC guide shares practical suggestions for learning alongside a child.

Model words during routines without requiring imitation

Show how the device can be used during familiar routines, such as getting dressed, preparing a snack, reading, or playing. You might select “want,” “more,” or “finished” as you say the word aloud. This approach, often called modeling, lets the child see and hear how AAC can work in real situations.

Keep these moments conversational rather than turning them into a test. You do not need to ask the child to repeat each word or press the same buttons. Children benefit from seeing communication modeled many times before they choose to use a word themselves. Use the device when talking with the child and with other people, so AAC becomes a natural part of everyday communication.

Offer low-pressure opportunities and give the child time to respond

Create natural opportunities for the child to share a choice or message. For example, offer a preferred snack and pause before opening the package. The child might respond with their device, speech, a gesture, or a combination of these. Give them time to decide what they want to communicate instead of repeating prompts or answering for them.

Waiting quietly can take practice, especially when you know what the child needs. Try to stay attentive and allow a pause in the interaction. If the child responds, acknowledge their message and continue together. If they do not respond, carry on with the routine and offer another chance later. A relaxed pace helps the child take part in a way that feels comfortable.

Acknowledge communication through gestures, speech, and device use

Children communicate in many ways. A child may point, look toward an object, use facial expressions, speak, select a button, or combine several methods. Notice these attempts and respond, even when you are unsure whether a device selection was intentional. You can acknowledge what you observed and give the child a chance to clarify.

For example, if the child selects “music,” you could say, “You want music,” then offer a choice of songs. If the message is unclear, ask a simple question or show a few options. Responding to communication attempts helps keep the interaction going and shows the child that their messages are worth sharing.

Keep the device charged, available, and within reach

An AAC device can support communication when the child can access it. Keep it nearby during meals, play, outings, and other activities, and position it so the child can use it comfortably. A mount or other positioning support may help in some settings. The child’s speech-language pathologist or assistive technology professional can help assess which options fit their needs.

Build charging into a regular household routine, and plan what to do if the device needs power or repair. Keep the device available even when the child is not using it at that moment. Easy access gives them the option to communicate when they are ready. If the child uses multiple communication tools, keep those accessible as well.

Coordinate support across home, school, and community

Share useful strategies with the people who spend time with the child, including relatives, teachers, therapists, and other caregivers. Explain how to find familiar vocabulary, where the device should be kept, and how to respond to communication attempts. A consistent, supportive approach across settings gives the child more opportunities to communicate with different people.

The child’s routines may vary at home, school, and in the community, so ask communication partners to share what works in each setting. Their observations can help the team identify useful vocabulary, access features, or positioning supports. For questions about Forbes AAC products and support, families can contact a Forbes AAC specialist.

What Challenges Might Come Up?

Introduce an unfamiliar device gradually into daily routines

A speech-generating device may take time to feel familiar. Start by bringing it into routines your child already enjoys, such as meals, play, or story time. Keep it nearby and model a few relevant words as you talk. Your child can watch, explore, or communicate in their own way, without needing to copy you or use the device on cue.

Everyday modeling helps children see how AAC can be part of real conversations. Speech and Language Kids recommends using a child’s system during daily interactions, including when speaking with the child and with other people. Follow your child’s pace and keep offering the device across activities, so it becomes a familiar option throughout the day.

Review vocabulary and customization when the child cannot express what they want

If your child has trouble expressing an idea, check whether the words they need are available and easy to find. They may want to talk about a favorite person, request a different activity, or share something that happened. If a word or message is missing, the layout may need to be reviewed with your child’s speech-language pathologist.

Ask whether the vocabulary supports your child’s current communication and can grow with their language skills. TherapyWorks recommends considering both present needs and future growth when reviewing vocabulary systems. Make changes thoughtfully, keeping familiar words in predictable places while adding vocabulary that reflects your child’s interests, routines, and changing communication goals.

Seek training or technical help when setup creates barriers

A device’s settings, access method, or layout may need adjustment to suit your child. Small buttons, hard-to-find words, or an uncomfortable setup can make communication more difficult. If challenges keep coming up, share what you notice with your child’s support team. Details about when and where they happen can help identify changes to try.

An AAC-experienced speech-language pathologist can help assess communication needs and recommend next steps. Assistive technology specialists can also answer questions about features, accessories, and setup. Forbes AAC families can connect with a specialist for help exploring available solutions. Training and follow-up support can help caregivers and communication partners feel more comfortable using the device.

Encourage inclusive interactions and show communication partners how to respond

Family members, educators, and friends may need guidance on communicating with a child who uses AAC. Explain that communication can include device selections, gestures, facial expressions, sounds, and speech. Partners can make comments, pause, and give the child time to respond. This helps keep the interaction focused on the child rather than placing the responsibility on a caregiver to interpret every message.

Respond to device use with interest, including when a button press seems exploratory or unexpected. Speech and Language Kids encourages communication partners to respond to attempts to communicate, even when a selection may seem accidental. A warm, attentive response can keep the exchange going and show your child that their efforts to connect matter.

Provide consistent access without pressuring the child to use the device

Keep your child’s communication system charged, working, and within reach at home, at school, and during outings. If battery life or charging is a concern, build charging into your routine and ask the support team about backup options. Consistent access means your child can use the device when they want to communicate, rather than having to wait for it to be brought over.

Make AAC available without making its use a requirement. Continue to acknowledge your child’s gestures, speech, facial expressions, and other ways of communicating. You can model words on the device, then give your child time to respond in their own way. A low-pressure approach keeps communication open and gives your child room to explore the system at their own pace.

How Can Families Explore Funding and Ongoing Support?

Funding an AAC speech-generating device can involve several conversations, and requirements vary by insurance plan, school district, and local program. Start early, keep copies of paperwork, and write down who you speak with and what they recommend. A speech-language pathologist with AAC experience can help your family identify needs and prepare for next steps.

Check insurance coverage and required evaluation or funding documents

Contact your insurance provider to ask whether AAC devices and related services are covered, which suppliers are in network, and what documents are required. Ask whether you need prior authorization, a prescription, or a device trial. If possible, request the requirements in writing so you can refer to them while preparing an application.

A licensed speech-language pathologist with AAC experience can assess your child’s communication needs and help prepare supporting documentation. Ask what the evaluation should cover, such as vocabulary, access method, and how the device would support communication at home and in other settings. Keep copies of reports, forms, and insurer responses. Speech and Language Kids explains common AAC funding routes, including insurance, school equipment, and public programs.

Ask the school team about assessments, trials, and educational supports

Talk with your child’s school team about how AAC could support communication during lessons, social activities, and daily routines. The team may include a speech-language pathologist, special education teacher, occupational therapist, or assistive technology professional. Ask whether the school can assess your child’s needs, arrange a device trial, or provide equipment and training for educational use.

During a trial, observe how your child accesses the device, whether through touch, eye gaze, switch scanning, or another method. Discuss whether the vocabulary meets current needs and can grow over time. Ask how the device will stay available throughout the school day and how staff will learn to model and respond to communication. TherapyWorks offers a helpful overview of AAC device features and access methods to help you prepare questions for the team.

Contact relevant public agencies and local support resources

If insurance or school support does not cover every need, ask your child’s speech-language pathologist or local AAC professional about other possibilities. Depending on your area, public agencies, lending libraries, or community organizations may offer evaluations, device loans, or funding assistance. Availability and eligibility vary, so ask which programs serve children locally and what application materials they require.

A loan or trial can help your child use a device in familiar settings before your family makes a longer-term decision. Note what works at home, school, and in the community, then share those observations with the professionals supporting your child. For guidance on device options and next steps, you can also contact a Forbes AAC assistive technology specialist.

Plan for training, maintenance, and technical assistance

Ask what training is available for caregivers, educators, and other communication partners. Learning how to model words, customize vocabulary, adjust access settings, and handle common issues can make it easier to use the device throughout the day. It also helps to plan for times when the device needs charging or repair, so your child still has a way to communicate.

Before choosing a device, find out who can help with software updates, repairs, replacement parts, and technical questions, and whether any support has a fee. Save instructions and support contacts where caregivers can find them. Providers differ in the help they offer, so ask what happens during a trial and after a device is supplied. Lingraphica outlines its device trial and support process, which can help you prepare questions for any provider.

Frequently Asked Questions

Does a child need to meet certain milestones before using AAC? No. A child does not need to reach a particular language level or pass a readiness test to try AAC. An AAC-experienced speech-language pathologist can help identify useful tools and access methods, while the child explores at their own pace.

Will using a speech-generating device stop my child from learning to speak? AAC does not require a child to stop using speech. Children can use speech, gestures, and a device together, choosing what works in each moment. A speech-language pathologist can help the family support all forms of communication.

How do we know which AAC device is right for our child? Consider how your child communicates, what they want to say, how they will access messages, and where they will use the device. If possible, arrange a trial during familiar activities and ask the child’s support team to help compare comfort, vocabulary, and practical features.

Should we ask our child to use the device or repeat the words we model? Modeling means showing how to use AAC during everyday interactions, not asking the child to copy you. Give your child time to respond in any way, and acknowledge communication through their device, speech, gestures, or facial expressions.

Where can families get help choosing or funding an AAC device? An AAC-experienced speech-language pathologist can help assess communication needs and prepare for device trials or funding conversations. Families can also ask their school team and insurance provider about evaluations, equipment, and required paperwork. Forbes AAC families can contact an assistive technology specialist to discuss product options.