Why Is Modeling AAC So Important?
When a child is learning to communicate using AAC (Augmentative and Alternative Communication), modeling is everything.
Modeling helps children connect the symbol on their device to its real-world meaning. For example, when a child walks to the door, and you model “GO” on their AAC device while saying “Let’s go outside!”, you’re showing them exactly what that word means and how it can be used — just like hearing speech helps babies learn to talk.
Connecting Symbols to Meaning
Babies spend their first few years hearing language constantly. Every word they hear — during meals, diaper changes, playtime, and bedtime — shapes their understanding of communication.
But if a child cannot use speech, they’ve missed out on years of this “language bath.” AAC gives them access to language, but they need teaching and exposure — the same way a hearing baby needs thousands of spoken words to learn how to talk.
Research shows that by age three, children in verbally rich households have heard about 30 million more words than children from less talkative homes — roughly 10,000–15,000 words per day compared to 3,000–4,000.
This “word gap” highlights why AAC modeling is so critical: The more people around a child use AAC, the more willing and able the child will be to use it themselves. Just like learning any other language — if you don’t use it, you lose it.
Building Motor Plans Through Modeling
Motor planning is another key part of AAC learning. Think about how you open your favorite app on your phone — you don’t consciously think about each tap; your hands remember the motion.
AAC works the same way. The more a child practices using their device, the more automatic it becomes. That’s why consistent modeling — across many situations — helps solidify motor plans that make communication faster and easier.
When teaching AAC, it can also help to say your steps out loud — for example: “Places → More → Restaurants → McDonald’s → French Fries.” Combining verbal and visual modeling helps children understand the process and builds their confidence in navigating the device.
Why Some Children Don’t Use AAC at Home
It’s common for parents to feel discouraged, thinking their child “doesn’t know how” or “doesn’t want to use” their device. But most of the time, children simply choose the easiest way to communicate.
If their AAC device isn’t available, or if they can get what they need by pulling a parent’s hand or pointing, they don’t have a reason to use it.
For AAC to work:
The device must be out and accessible all day.
Parents and caregivers must use it actively during daily routines.
Modeling should happen naturally — not only when there’s a problem or demand.
When AAC becomes a shared language in the home, children begin to see it as their voice.
Modeling AAC During Everyday Routines
Children who speak learn language through:
Responsive “serve and return” interactions
Talking during daily routines
Hearing varied vocabulary
Reading, singing, and play
AAC learners need the same opportunities — and modeling is how we give it to them.
During these routines, take time to model words on the device that match what’s happening:
Mealtime: “EAT,” “MORE,” “ALL DONE”
Playtime: “GO,” “STOP,” “FUN”
Reading: “LOOK,” “TURN,” “LOVE”
Bedtime: “TIRED,” “BOOK,” “GOOD NIGHT”
The more children see and hear these words, the faster they’ll begin to use them.
How Much Modeling Does a Child Need?
1. Far More Than You Think
Experts agree: AAC modeling should happen frequently throughout the day, across real-life contexts — not just during therapy.
Here’s a simple breakdown:
Stage
Early exposure (toddlers/preschoolers)
Early learners (new AAC users, any age)
Developing users
Modeling Goal
Model multiple times per interaction
Model key words in every routine
Hundreds of models per day (spread naturally)
Example
During play, touch 2–3 words as you talk (“GO,” “STOP,” “MORE”).
Model “HELP,” “EAT,” “MORE,” “FINISHED” at meals and transitions.
AAC should be as frequent and natural as speech input.
Some specialists suggest a goal of about 100+ aided models per day — but remember, it’s not about the number. It’s about immersing the child in AAC-rich communication every day.
2. Parallel to Spoken Language Input
Think about how babies learn to talk:
They hear thousands of words long before they ever say one.
They’re immersed in language across contexts.
AAC users need the same kind of exposure — thousands of modeled words before we expect
them to use their system independently. When we model AAC throughout the day — during play, meals, transitions, and reading — we help their brains map symbols to meaning, just like with speech.
What the Research and Experts Say
Binger & Light (2007): Aided language modeling improves symbol comprehension and use.
Drager et al. (2006): Children benefit from consistent aided modeling across natural contexts.
Sennott, Light, & McNaughton (2016): Aided Language Input is an evidence-based way to build vocabulary and spontaneous communication.
PrAACtical AAC (Zangari & O’Neill): “You can never model too much.”
Practical Tips for Families and Therapists
Model without expecting an immediate response.
Focus on key words, not every word in a sentence.
Keep the AAC available all day, not just in therapy.
Model during everyday routines — meals, play, reading, transitions.
Celebrate every attempt — eye contact, gestures, or AAC touches all count as communication.
The Bottom Line
Just as children need to hear thousands of spoken words before they start talking, AAC users need to see thousands of modeled words before they start communicating independently. Every time you model, you’re showing your child that their AAC system is their voice — and that their words matter.
Frequent, natural, and joyful modeling — all day long — leads to meaningful communication growth.
Even a few modeled words each interaction can make a world of difference.
Author: Amber Drew, C-SLPA