10-Minute Speech Practice That Doesn't Require Sitting Still

Last updated 2026-07-09

What is an AAC device and why do autistic kids use them?

AAC stands for augmentative and alternative communication. It covers any tool, strategy, or system that helps someone communicate when speech alone isn't enough. For an autistic kid, that might mean a dedicated speech-generating device (SGD), a tablet running a symbol-based app, a low-tech picture board, or sign-supported speech.

The American Speech-Language-Hearing Association defines AAC as "all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas" ^[1]. That definition is deliberately broad, because the right system depends heavily on the individual child.

Autism affects communication in ways that vary enormously from person to person. Some autistic children are minimally verbal, meaning they use fewer than 20 functional words. Others have the motor coordination to speak but struggle to find words under stress. Still others use speech fluently in some settings and go entirely nonverbal in others. No single device works for all of them. The goal isn't to find the "best" device in the abstract. It's to match the right system to the child's motor skills, cognition, sensory preferences, and communication goals.

One thing research is clear on: introducing AAC early does not suppress speech development. A 2006 systematic review published in the American Journal of Speech-Language Pathology examined 23 studies and found that AAC "did not impede speech production and in some cases appeared to facilitate it" ^[2]. That finding has held up across later research. If a clinician or school team tells you a device will stop your child from talking, that advice runs against the evidence.

What are the different types of AAC systems available?

AAC systems fall into two broad categories: unaided and aided. Unaided means no external device is required. Sign language and gesture-based systems are unaided. Aided systems use something outside the body, from a laminated picture card taped to the refrigerator to an $8,000 Tobii Dynavox with eye-gaze technology.

Within aided AAC, the main types look like this:

The Picture Exchange Communication System (PECS) deserves its own note, because it's often the first system schools reach for. PECS is a structured behavioral protocol, more than a set of pictures. It teaches the child to physically hand a card to a communication partner in exchange for a desired item. Research supports PECS for building initiation in early communicators ^[3]. It doesn't, however, produce the same spontaneous, generative language that a full core-vocabulary system does. Many SLPs use PECS as a bridge rather than a long-term home.

App-based AAC has changed the landscape over the past decade. Proloquo2Go, made by AssistiveWare, is one of the most widely studied and deployed systems in the US. It uses a symbol-based grid that scales from a 9-location layout to a full 84-location core vocabulary. The app costs around $249.99 on the App Store ^[4]. That's within reach for many families. The catch is that a consumer iPad isn't ruggedized, and for active or younger children, durability matters.

Dedicated SGDs are the devices insurance companies fund when they're medically necessary. They're built for all-day, every-day use. They're heavier and less sleek than an iPad, but they come with protective cases, longer battery lives, and a design built around communication rather than entertainment.

Does AAC actually help autistic kids communicate better?

Yes, with real caveats about what "better" means and which systems have the most evidence.

The evidence base for AAC in autism is solid but uneven. Single-case experimental designs make up most of the literature, which means we have strong evidence for specific protocols with specific populations, but fewer large randomized trials. That's not unusual in this field. It's hard to randomize children with communication disorders into "no treatment" conditions for ethical reasons.

What the research shows consistently: SGDs and full symbol-based systems increase the number of communicative acts autistic children make, improve their ability to make requests (called manding), and reduce challenging behavior that stems from communication frustration. A 2018 systematic review in the Journal of Autism and Developmental Disorders found positive outcomes across studies for both SGDs and PECS, while noting that effect sizes and outcome measures varied enough to make direct comparisons difficult ^[5].

The biggest predictor of success isn't the device. It's the people around the child. Aided language stimulation (also called modeling or partner-augmented input) means communication partners use the device themselves to model language throughout the day. The research on this is clear: children whose caregivers and teachers consistently model on the device make significantly more progress than those whose device sits in a bag ^[6]. That's not a small difference. It's often the gap between a device that changes a child's life and one that gets returned.

If you want to understand what speech therapy looks like more broadly for autistic kids, the autism spectrum speech therapy section of this site covers the evidence base in more depth.

How do you know if your autistic child needs an AAC device?

Any autistic child who can't reliably communicate their basic wants, needs, thoughts, and feelings using speech alone is a candidate for AAC. That's the clinical threshold. It doesn't require a specific age, IQ score, or diagnosis beyond the underlying need.

ASHA's position is that AAC should be considered when "natural speech is insufficient to meet a person's communicative needs" ^[1]. There's no requirement that a child "prove" they can't learn to speak first. The old "prerequisite skills" model, where clinicians withheld AAC until a child hit certain cognitive benchmarks, has been largely abandoned. It delayed communication and didn't improve outcomes.

Practically, here's what to look for. Your child may benefit from AAC if they:

• Use 20 or fewer functional words consistently across settings
• Lose verbal language during stress, illness, or sensory overload
• Use speech but are frequently misunderstood by unfamiliar people
• Have significant motor or oral-motor difficulties that limit intelligibility
• Rely heavily on echolalia to communicate rather than self-generated language

That last point matters. Echolalia, which is the repetition of heard phrases, is a form of communication for many autistic people. But it can limit a child's ability to generate novel requests or express nuanced ideas. AAC can run alongside echolalia rather than replacing it.

A speech-language pathologist with AAC experience is the right person to make a formal recommendation. Not every SLP is an AAC specialist. When you go looking, ask specifically whether they have experience with autistic clients and with aided language stimulation protocols.

What does an AAC evaluation look like and who does it?

An AAC evaluation is a specialized assessment run by a speech-language pathologist, ideally one with specific training in augmentative communication. Some evaluations use a team: an occupational therapist to assess fine motor access, an assistive technology specialist, and sometimes a vision or seating specialist for children with additional physical needs.

The evaluation usually covers:

1. Current communication abilities (what the child does now, with and without support) 2. Motor skills (how the child accesses technology: direct touch, switch scanning, eye gaze) 3. Visual and cognitive processing 4. Symbol recognition (can the child identify pictures, photographs, or abstract symbols) 5. Feature matching (comparing device options to the child's specific profile)

Feature matching is where the clinical judgment lives. It's not a checklist. It's the SLP deciding whether this child needs a 9-location system or a 60-location one, whether they need a core-word vocabulary or a more activity-based structure, whether an iPad app fits or a dedicated SGD with different access options is the better call.

Evaluations can happen through the school district (the IEP process), through a hospital or children's outpatient clinic, or through a private SLP. School-based evaluations must be provided at no cost to the family under IDEA ^[7]. Private evaluations run $500 to $2,500 depending on the clinic and region, though insurance may cover part.

Before the evaluation, gather any existing assessments, IEP documents, and a video of your child communicating in natural settings. That video is worth more than most standardized test scores.

How much does an AAC device cost and who pays for it?

Cost is one of the biggest practical barriers for families. Here's the honest picture.

Low-tech systems (printed picture boards, PECS materials) can cost next to nothing if you print them yourself, or a few hundred dollars for commercial kits. App-based AAC on a consumer tablet runs roughly $600 to $1,100 all in, for the app plus a durable case. Dedicated speech-generating devices range from about $3,000 on the low end to over $15,000 for complex eye-gaze systems.

Who pays:

Medicaid. For children on Medicaid, SGDs are covered as durable medical equipment when an SLP and physician deem them medically necessary. The coverage sits under section 1905(a) of the Social Security Act. Many states cover the device at 100% once medical necessity is documented. Medicaid usually won't cover app-only solutions on consumer tablets. The tablet itself isn't covered, and the app is covered only in some states ^[8].

Private insurance. Coverage varies by plan and state. Most plans treat SGDs as durable medical equipment. Some states have laws requiring commercial insurers to cover AAC devices. The process usually needs a letter of medical necessity from an SLP, supporting documentation, and sometimes a trial period. Expect to appeal the first denial. Most families who keep at it eventually get coverage.

School districts. Under IDEA, if a child needs an AAC device to access their education, the district must provide it as part of the IEP at no cost to the family. The device usually belongs to the district and stays at school, though families can request a second device or a loan agreement for home use ^[7].

Manufacturer programs and nonprofits. Tobii Dynavox, PRC-Saltillo, and other manufacturers run loaner and funding assistance programs. Organizations like the United States Society for Augmentative and Alternative Communication (USSAAC) keep funding resource lists. The AAC-RERC project (federally funded through NIDILRR) has published guidance on funding pathways over the years.

Start the funding process before the evaluation wraps up if you can. Prior authorization and appeals can take three to six months.

Which AAC apps and devices are most commonly used for autism?

There's no single best device. That said, a handful of systems dominate clinical use in the US because they have the most research, the most SLP familiarity, and the deepest vocabulary structures.

Proloquo2Go (AssistiveWare, iPad only): One of the most researched symbol-based AAC apps. Uses SymbolStix and Widgit symbols. Scales from small to large vocabulary. Costs around $249.99. Strong evidence base specifically with autistic users ^[4].

TouchChat HD with WordPower: Uses the WordPower vocabulary, a literacy-based core word system. Available on iOS. The vocabulary was developed by an SLP and is widely used for both children and adults.

Snap Core First (Tobii Dynavox): Runs on both iOS and Windows-based dedicated SGDs. Uses a predictable core vocabulary layout. Good option when a child may eventually move to a dedicated device.

LAMP Words for Life (PRC-Saltillo): Based on the Language Acquisition through Motor Planning (LAMP) approach, which uses consistent motor patterns to build vocabulary retrieval. Strong evidence specifically for autistic individuals because it lowers the cognitive load of word-finding. Available on iPad and on dedicated Accent devices ^[9].

Tobii Dynavox TD Snap / I-Series: The dedicated hardware route. The I-Series has eye-gaze technology built in, which makes it the standard for children with very limited voluntary motor control.

GoTalk devices (Attainment Company): Lower-tech, fixed-message devices. Inexpensive and durable. Good for early communicators and classroom settings where message flexibility matters less.

One honest caution: device choice is heavily shaped by SLP training and school system contracts. You may get a strong recommendation for a specific system simply because that's what the clinician knows. It's fair to ask why that system over the alternatives. A good SLP can explain the feature-matching reasoning.

How does a child learn to use an AAC device?

This is where most families hit a wall. Getting the device is one thing. Teaching the child to use it across settings, for many purposes, with many partners, is the real work.

The core evidence-based teaching strategy is aided language stimulation (ALS), also called modeling. The communication partner (parent, teacher, therapist) uses the device to model language during natural activities, without requiring the child to respond. You press symbols on the device while you talk. "Want snack?" Press WANT, press SNACK. You do this hundreds of times before you expect the child to initiate.

Research on aided language stimulation shows that consistent modeling goes hand in hand with increased symbol use and expanded vocabulary in children with autism and complex communication needs ^[6]. The key word is consistent. Fifteen minutes during therapy once a week produces modest results. Modeling throughout the day in natural contexts produces meaningful ones.

Other strategies with evidence behind them:

• Naturalistic developmental behavioral interventions (NDBIs): Approaches like JASPER and PRT fold AAC into natural play routines.
• Errorless learning: Presenting symbols with immediate support to reduce frustration and build confidence before fading prompts.
• Systematic instruction: Using prompting hierarchies to teach specific symbol sequences.

For families, the practical takeaway is this: your child's SLP should be teaching you, and every other adult in the child's life, how to model on the device. If therapy means the SLP works with the child behind a closed door for 30 minutes and then hands the device back, that's not enough. Generalization happens at home, at the dinner table, in the car.

For a broader look at how speech therapy works and what to expect from sessions, that article covers the practical details.

If you want ways to keep practice going at home, Little Words (littlewords.ai) offers an AI-based companion built to give kids more modeling exposure between sessions. It's not a replacement for an SLP. It's a way to keep language-rich interaction going during the hours therapy doesn't cover.

What role does the school play in AAC for autistic students?

Schools play a large role, and knowing your rights makes a real difference.

Under the Individuals with Disabilities Education Act (IDEA), every child with a disability who qualifies for special education is entitled to a free appropriate public education (FAPE) in the least restrictive environment ^[7]. If AAC is part of what makes education accessible for your child, the district has to provide it at no cost.

In practice, that means:

• The IEP team (which includes you) can request an AAC evaluation at no cost.
• If the evaluation supports AAC, the device and training have to be written into the IEP.
• The IEP should specify more than the device. It should name the AAC goals, who will be trained on the device, and how progress gets measured.
• You can request that the device go home with the child. IDEA allows it. Districts sometimes resist, but you have the right to request it formally.

The IEP is a legal document. Verbal agreements in meetings aren't enforceable. Get everything in writing.

Section 504 of the Rehabilitation Act opens another door for students who don't qualify for special education but still need accommodations. AAC can be a 504 accommodation, though districts are sometimes slower to fund devices under 504 than under IDEA.

If you disagree with a school's evaluation or its refusal to fund a device, you can request an independent educational evaluation (IEE) at the district's expense. You also have dispute resolution options, including mediation and due process hearings. The Wrightslaw website (wrightslaw.com) is a respected independent resource that explains IDEA procedural rights in plain language.

School-based AAC is often limited to the school day and specific settings. If your child needs a device at home and in the community, you may need to pursue insurance funding separately, or negotiate a home-use agreement for the school's device.

What about AAC for minimally verbal or nonspeaking autistic people?

Minimally verbal autism isn't a formal diagnostic category. It's a descriptive term. Researchers generally define minimally verbal as fewer than 20 meaningful words used functionally. Estimates suggest roughly 25 to 30% of autistic individuals fit this description, though that figure shifts by study and diagnostic criteria ^[10].

For this group, a full AAC system is often the primary way to communicate, not a supplement to speech. The framing matters here, clinically and ethically. AAC is not a consolation prize for kids who "couldn't learn to talk." It's a full communication system that some people use for their entire lives, and that's not a failure. Many nonspeaking autistic adults who use AAC describe the device as part of their identity and their independence.

The Autism Speaks minimally verbal school-age children research consortium, a multi-site NIH-funded effort, has focused on this population specifically. Its work reinforced that this group has been underserved by both research and clinical systems, and that outcomes can improve significantly with intensive, consistent AAC intervention, even in older children and adolescents. The idea that a child has to start AAC before age five or it won't work is not supported by evidence.

For nonspeaking autistic adults, the considerations shift. Vocabulary needs, social contexts, and literacy integration all change. The principles stay the same, but an adult-appropriate vocabulary system is a different product than a child's. If you're exploring options for an adult autistic family member, speech therapy for adults covers some of the practical differences.

The AAC Institute and USSAAC keep resources specific to complex communication needs across the lifespan.

What if my child resists using the AAC device?

Device resistance is common, and almost always fixable. It's rarely a sign that AAC is the wrong approach.

The usual reasons children resist:

The device isn't working for them yet. If pressing buttons produces no immediate, meaningful result, why would a child keep pressing them? Early use needs to tie directly to things the child wants and cares about. Start with high-motivation items: specific snacks, preferred videos, toys. The child presses a symbol, something good happens right away. That's the foundation.

The vocabulary doesn't match the child's life. A system loaded with abstract academic language or categories the child doesn't care about won't get used. Personalize it. If your child is obsessed with a specific cartoon character, that character's name belongs on page one.

The device only appears during formal instruction. If the device lives in the therapist's bag and comes out for twenty-minute sessions, it gets linked to demands, not communication. The device should be present all day, used by everyone in the room, treated as a normal part of communication rather than a clinical tool.

Sensory or motor mismatch. The screen might be too bright. The symbols might be too visually busy. The device might be heavy or awkward to hold. All fixable. Try adjusting display settings, symbol size, and contrast. Ask the SLP about positioning.

Over-prompting. If every time the child reaches for the device an adult says "what do you want?" and points at the screen, the device gets tied to demand and expectation. Back off. Model. Wait.

Patience here is genuinely warranted. Many families report their child seemed to ignore the device for weeks or months, then suddenly started using it on their own. The modeling was building comprehension the whole time. Keep going.

How is AAC different from other communication approaches used with autistic kids?

It helps to see where AAC sits relative to the other interventions parents run into.

Speech therapy (traditional): Builds natural speech through articulation, language, and social communication work. AAC can be part of speech therapy or run alongside it. They're not competing approaches.

ABA (Applied Behavior Analysis): A behavioral intervention framework. ABA can incorporate AAC, and many ABA programs use PECS or SGDs. The quality of AAC instruction within ABA varies enormously by provider. If an ABA program discourages AAC in favor of waiting for speech, that's a red flag given the current evidence.

PECS (Picture Exchange Communication System): Often mistaken for its own AAC device. PECS is a protocol, not a device. It uses physical picture cards and a specific teaching sequence. It has good evidence for building initiation, but it's less effective at generating flexible, spontaneous language than a full core-vocabulary system.

Sign language / sign-supported AAC: Manual signs are a legitimate form of AAC. Some autistic children pick up signs more readily than device-based systems, particularly when motor planning for speech (see apraxia of speech) is a factor. Signs aren't portable across partners the way a device is, since the partner has to understand the signs, but for some children they're the most natural fit.

Facilitated Communication (FC) and related techniques: FC, where a facilitator physically supports the communicator's hand or arm, has been thoroughly discredited as a valid AAC method. Multiple controlled studies have shown that FC reflects the facilitator's output, not the communicator's. The American Psychological Association, ASHA, and the American Academy of Pediatrics have all issued statements against it ^[11]. This isn't a controversy. FC is not evidence-based.

For a broader grounding in early intervention approaches, that article covers the research on timing and intensity of services.

What should parents look for in an AAC-competent speech-language pathologist?

Not every SLP is trained in AAC. This is a specialty area. Asking the right questions upfront saves months of frustration.

Questions worth asking:

• What percentage of your caseload uses AAC?
• Which specific systems do you have experience with?
• Are you familiar with aided language stimulation, and how do you involve families?
• Have you worked with autistic clients who are minimally verbal?
• Do you do AAC evaluations, and can you write letters of medical necessity for insurance?

ASHA's certification (CCC-SLP) is the baseline credential for speech-language pathologists in the US, but there's no formal subspecialty certification in AAC beyond that. Some SLPs pursue extra training through organizations like USSAAC or through manufacturer-specific programs. The AAC-RERC and ASHA's Special Interest Group 12 (Augmentative and Alternative Communication) are where serious AAC clinicians tend to engage professionally ^[12].

If you can't find a local SLP with AAC expertise, online speech therapy has grown a lot, and many AAC specialists work with families remotely. Device trials, vocabulary programming, and parent coaching all translate reasonably well to telehealth.

For children dealing with motor speech issues alongside autism, childhood apraxia of speech is relevant. Apraxia affects how reliably a child can produce planned speech movements, and some autistic children have both diagnoses. The LAMP AAC approach was designed with motor planning principles in mind, which is why it's often recommended when apraxia and autism show up together.

Frequently asked questions

At what age can an autistic child start using an AAC device?

There's no minimum age. Some children begin using AAC systems before age two. The research supports introducing AAC as soon as a communication need shows up, regardless of age. Low-tech systems like single-symbol boards can be used with infants and toddlers. Feature matching for device selection considers developmental stage, but age alone is never a barrier to starting.

Will using an AAC device stop my child from learning to talk?

No. This is the most common parent fear, and the evidence doesn't back it up. A 2006 systematic review in the American Journal of Speech-Language Pathology found AAC did not impede speech and in some cases appeared to facilitate it. AAC removes communication frustration and often frees children to attempt more speech. Many children who begin with AAC develop functional speech over time.

How long does it take for an autistic child to learn to use AAC?

It varies widely. Some children start using symbols functionally within weeks. Others take months to show consistent independent use. The pace depends on cognitive and motor profile, how consistently caregivers model on the device, how well the vocabulary matches the child's interests, and how motivating the early exchanges are. Slow progress usually signals the teaching environment needs adjustment, not that AAC is wrong for the child.

Can autistic children use AAC alongside spoken words?

Yes, and this is common. Many AAC users are what clinicians call multimodal communicators. They use speech when they can, AAC when speech is unavailable or insufficient, and gesture, facial expression, or writing as extra channels. AAC isn't an either/or choice. The goal is always to expand the child's overall communication capacity, not to swap one modality for another.

Does insurance cover AAC devices for autism?

Often yes, but it takes documentation. Medicaid covers speech-generating devices as durable medical equipment under federal law when they're medically necessary, with supporting documentation from an SLP and physician. Private insurance coverage varies by plan and state. The process involves a letter of medical necessity and often one or more appeals. Many families who push through denials ultimately get coverage.

What is the difference between a dedicated AAC device and an app on an iPad?

A dedicated speech-generating device is purpose-built hardware: more durable, louder speaker, longer battery, no distracting apps. An iPad with an AAC app is cheaper, more portable, and more socially typical, but also more fragile and more tempting as an entertainment device. Dedicated devices are easier to fund through insurance. For children who need all-day full-vocabulary communication, many SLPs recommend dedicated hardware.

What vocabulary should be on an autistic child's AAC device?

Most AAC specialists recommend starting with core vocabulary: the 50 to 200 high-frequency words (go, want, more, stop, help, I, you, no) that appear across every activity. Core words make up roughly 80% of what most people say in daily life. Fringe vocabulary (specific nouns like names of toys or foods) gets added around that core. Personalizing fringe words to the child's interests dramatically increases motivation to use the device.

My child's school says they don't qualify for an AAC device. What can I do?

Under IDEA, you have the right to request an independent educational evaluation (IEE) at the district's expense if you disagree with their evaluation. You can also request a due process hearing or mediation. Put all requests in writing and keep copies. Many families benefit from consulting a parent advocate or education attorney who specializes in special education law before responding to a denial.

Are there free or low-cost AAC options for autism?

Yes. PECS materials can be printed at home. Many AAC apps offer free lite versions. Cboard and LetMeTalk are free open-source AAC apps. Snap Core First and Proloquo2Go offer trial periods. Some manufacturers run loaner device programs. State assistive technology programs often run device lending libraries where families can trial equipment before committing to a purchase.

What is LAMP and why do some SLPs recommend it specifically for autism?

LAMP stands for Language Acquisition through Motor Planning. It's an AAC teaching approach that uses consistent motor patterns (the same button sequence always produces the same word) to build automatic, reliable word retrieval. Because it lowers the cognitive demand of word-finding, it suits autistic individuals who have strong procedural memory but variable working memory. PRC-Saltillo's LAMP Words for Life app is built on this approach and has supporting research.

Can an autistic adult start using AAC if they never used it as a child?

Yes. There's no age cutoff for AAC. Adults who were never offered AAC as children can learn to use full vocabulary systems at any age, though the learning process and vocabulary priorities differ from a child's program. Many nonspeaking autistic adults have begun using AAC in adulthood and describe it as transformative for their independence and relationships. An SLP with adult AAC experience is the right starting point.

How do I get my child's school to actually use the AAC device consistently?

Build it into the IEP in specific, measurable terms. The IEP should name which staff will be trained on the device, how many daily communication opportunities the child will have, and how progress gets tracked. Request written evidence that all adults working with your child have received device training. Follow up with observation when you can. Vague IEP language like 'will use AAC as appropriate' is nearly unenforceable.

What is aided language stimulation and how do parents do it at home?

Aided language stimulation means using the AAC device yourself to model language while you talk to your child, without demanding a response. You press symbols on the device as you speak naturally throughout the day. 'Time for bath' becomes pressing TIME and BATH on the device while you say it. Do it during routines, play, and meals. Aim for frequent brief modeling rather than dedicated sessions. Don't prompt the child to respond during modeling time.

Sources

1. ASHA, Augmentative and Alternative Communication overview: ASHA defines AAC as all forms of communication other than oral speech used to express thoughts, needs, wants, and ideas
2. Millar, Light, and Schlosser, American Journal of Speech-Language Pathology (2006), 'The Impact of Augmentative and Alternative Communication Intervention on the Speech Production of Individuals with Developmental Disabilities': Systematic review of 23 studies found AAC did not impede speech production and in some cases appeared to facilitate it
3. Frost and Bondy, Pyramid Educational Consultants, PECS research summary: PECS is a structured protocol that teaches children to physically exchange a picture card for a desired item and has research support for building communication initiation
4. AssistiveWare, Proloquo2Go product page: Proloquo2Go is a symbol-based AAC app for iOS priced around $249.99 with a strong research base
5. Ganz et al., Journal of Autism and Developmental Disorders (2018), systematic review of AAC outcomes in autism: Systematic review found positive outcomes for SGDs and PECS in autism while noting inconsistent effect sizes across studies
6. Sennott, Light, and McNaughton, Augmentative and Alternative Communication (2016), aided language stimulation review: Consistent caregiver and teacher modeling on AAC devices is associated with significantly increased symbol use in children with complex communication needs
7. U.S. Department of Education, Individuals with Disabilities Education Act (IDEA): IDEA requires school districts to provide AAC devices and services as part of a free appropriate public education if educationally necessary, at no cost to the family
8. CMS, Medicaid Benefits: Durable Medical Equipment: Speech-generating devices are covered as durable medical equipment under Medicaid section 1905(a) when medically necessary with documentation from an SLP and physician
9. Tager-Flusberg and Kasari, Clinical Psychological Science (2013), 'Solving the Minimally Verbal Problem in Autism': Approximately 25-30% of autistic individuals are estimated to be minimally verbal, using fewer than 20 functional words
10. American Academy of Pediatrics, policy statement on facilitated communication (reaffirmed): AAP, ASHA, and APA have all issued statements against Facilitated Communication, finding it reflects the facilitator's output rather than the communicator's
11. ASHA, Special Interest Group 12: Augmentative and Alternative Communication: ASHA SIG 12 is the professional community for AAC clinicians and researchers in the US