Communication Disorders and Augmentative/Alternative Communication (AAC) Awareness

Communication Disorders: What Paraprofessionals Need to Know

Many students in inclusive and special education classrooms experience difficulty communicating through spoken language. As a paraprofessional, you will frequently support these students under the direction of a licensed Speech-Language Pathologist (SLP) and the classroom teacher. Your role is to facilitate — never to replace — a student's own communication attempts.

Common Categories of Communication Disorders

Speech disorders affect how sounds are produced. Examples include articulation disorders (difficulty producing specific sounds accurately), fluency disorders such as stuttering, and voice disorders affecting pitch or quality.

Language disorders affect understanding or using words and sentences. A student may struggle to follow multi-step directions (receptive language) or to express thoughts in words (expressive language).

Social communication disorders affect how language is used in social contexts — for example, understanding conversational turn-taking or reading facial expressions. Students with Autism Spectrum Disorder (ASD) often experience social communication challenges alongside other communication differences.

Complex communication needs (CCN) describes the situation of students whose natural speech is insufficient to meet all their daily communication needs. These students are the primary users of augmentative and alternative communication (AAC).

What Is AAC?

Augmentative and Alternative Communication (AAC) refers to all methods — other than spoken words alone — that help a person communicate. AAC supplements existing speech or, for some students, serves as the primary communication method. The American Speech-Language-Hearing Association (ASHA) categorizes AAC systems into three broad types based on technology level.

No-tech AAC requires no battery or device. Examples include:

• Picture Exchange Communication System (PECS): a structured method where the student physically hands a picture card to a communication partner to request an item or action.
• Communication boards: printed grids of pictures, symbols, or words that a student points to.
• Gestures, facial expressions, and manual sign systems used as supplements.

Low-tech AAC involves simple, inexpensive materials that may have a mechanical component but no electronic processing. A communication book — a binder organized by topic with symbol pages — is a common example. Some low-tech devices produce a recorded voice message when a button is pressed.

High-tech AAC uses electronic speech-generating devices (SGDs). These range from tablet apps (such as Proloquo2Go) to dedicated hardware devices. An SLP programs the vocabulary layout and settings. The device speaks aloud when the student activates symbols. High-tech SGDs are legally and professionally considered the student's voice; treat them with the same respect you would give to spoken communication.

The Paraprofessional's Role with AAC

Your job is to support — not speak for — the student. The SLP designs the AAC system and trains the team. The classroom teacher directs your moment-to-moment actions. You carry out those directions faithfully.

Follow the prompt hierarchy. When a student needs support to use their AAC system, use the least intrusive prompt first:

1. Wait — give the student adequate processing time (often 10–20 seconds). Rushing is one of the most common paraprofessional errors.

2. Gesture — point toward the device or the relevant symbol without speaking the answer.

3. Model — activate the symbol yourself on the device or board to show the student, then wait again for them to respond independently.

Never supply the verbal answer for the student. The goal is independent communication.

Device care and malfunction protocol. An SGD is expensive adaptive equipment belonging to the student. Handle it carefully. If a device malfunctions:

1. Do not attempt to reset or reprogram the device yourself unless specifically trained and authorized to do so.

2. Notify the classroom teacher immediately.

3. Have a low-tech backup (communication board or printed core vocabulary sheet) ready and within reach at all times — this is best practice recommended by ASHA.

4. Document the malfunction in writing as the school requires.

5. Contact or notify the SLP so the device can be serviced.

When a student becomes frustrated. Communication frustration can escalate quickly. Stay calm. Acknowledge the student's feelings briefly ("I can see you want to tell me something"). Offer the backup communication method. Reduce environmental distractions. Never remove the AAC device as a consequence — doing so would violate the student's access to communication, which may be protected under their IEP.

Privacy, Dignity, and Professional Ethics

Information about a student's disability and communication needs is protected under FERPA and IDEA. Do not discuss a student's AAC use or disability with other students, parents of other students, or anyone outside the educational team. Refer questions from family members to the teacher or SLP. Maintain professional boundaries and treat every student's communication attempt — however it looks — as meaningful and worthy of a full, respectful response.

Safety Considerations

Some AAC users have additional physical or medical needs. Know the emergency communication plan in the student's IEP. If a student cannot verbally report pain, injury, or distress, you must watch for non-verbal signs and report immediately. Choking hazards may exist if a student mouths materials; keep small picture cards secured or laminated and out of reach when not in direct use. Always follow universal precautions when handling shared materials.