Unit 316 Assist and support individuals to use alternative and augmentative communication systems (AAC)

This unit focuses on assisting and supporting individuals to use alternative and augmentative communication (AAC) systems so they can express needs, preferences, feelings and choices as fully as possible. The links on this page explore each learning outcome in detail, while this overview helps you see how legislation, practical support and day-to-day communication fit together.

AAC is a broad term covering ways of communicating beyond speech alone. It can include objects of reference, photos, symbols, picture exchange, communication boards, signing, written communication, eye-gaze, and electronic devices that produce speech. Some people use AAC all the time; others use it alongside speech, especially when tired, unwell or distressed. The aim is simple: reduce barriers so the person can take part in conversations and decisions that affect them.

Good practice sits within legislation, national guidance and local policies. In day-to-day terms, that means supporting people to be involved in decisions, making reasonable adjustments, protecting confidentiality, and working within your scope of competence. You’ll also need to follow local protocols for equipment use, cleaning, storage, charging, data protection (where devices store information), and reporting faults. Accountability matters: if you’re unsure, you pause and seek advice rather than guessing.

Understanding how AAC systems work helps you use them confidently. Some are low-tech and need careful positioning and consistent use (for example, a symbol board). Others are high-tech and rely on settings, vocabulary pages, switch access, mounting, or eye-tracking calibration. The person’s Speech and Language Therapist (SLT) and wider team may have set specific strategies—your job is to follow these consistently so communication stays reliable. Mixed messages can be frustrating for the person and can reduce trust in the system.

Comfort and access are central themes. Mobility issues, fatigue, pain, visual or hearing impairment, and sensory preferences can all affect how well someone can use AAC. Positioning is not just a “nice extra”; it can determine whether the person can reach a switch, see symbols clearly, or maintain attention. Think about lighting, glare, noise, seating support, and how long the person can comfortably engage. Shorter, well-timed communication opportunities often work better than long sessions when someone is tired.

Preparing equipment safely is part of professional practice. Before you meet the person, establish what system they use and what support they need. Check batteries, cables, mounts, cleanliness and any safety checks required by your setting. Set up furniture to reduce trip hazards and allow enough space for wheelchairs or hoists. If anything seems off—damaged cables, loose mounts, a device not responding—follow the fault-reporting process and involve the SLT or relevant professional as needed.

Consent is essential. Gain valid consent where the person can give it, and where they cannot, follow the correct decision-making process and involve appropriate representatives in line with law and policy. Even when formal consent is not possible in the usual way, you should still seek the person’s assent, explain what you are doing, and watch for signs of discomfort or refusal. Communication support should never feel like something being “done to” someone.

Supporting active participation means giving time. People using AAC may need longer to process information, find symbols, or construct a message. Slow down. Ask one question at a time, offer choices that make sense, and confirm understanding without putting words in their mouth. A useful habit is to model AAC yourself—pointing to symbols as you speak—so the person can see how the system can be used in real conversation, not just in “practice exercises”.

Here’s a practice example: in a supported living kitchen, an individual uses a picture-based app to choose meals. Instead of listing options quickly, you might open the food page together, allow time for scanning, and confirm the choice by repeating it back while pointing to the symbol. Another example: in a day centre, a person using eye-gaze looks away repeatedly; checking posture, adjusting screen angle and reducing background noise may solve the “communication problem” without blaming the person.

You’ll also support other people to communicate well. That could include family, visiting professionals, or colleagues who are unfamiliar with AAC. Simple coaching helps: face the person, keep language clear, give time, respect the device as the person’s voice, and avoid speaking to others as if the person is not there. Consistency across the team reduces frustration and helps the person build confidence.

Finally, remember that communication is relational. It’s not only about equipment functioning; it’s about being heard. When AAC is used well, it can change interaction patterns—people become less isolated, behaviour linked to unmet need may reduce, and choice becomes real rather than assumed. As you work through the unit, keep linking back to this aim: enabling the person to communicate in ways that are meaningful to them, every day.

1 Understand current legislation, national guidelines, policies, protocols and good practice related to assisting and supporting individuals to use alternative and augmentative communication (AAC) systems

2 Understand how to assist and support the use of AAC systems

3 Understand how AAC systems support the needs of individuals

  • 3.1 Describe how the use of AAC systems can support an individual with particular medical and physical conditions
  • 3.2 Describe how the use of AAC systems affect interaction patterns
  • 3.3 Compare the use of objects, signs, symbols, written and spoken language in communication systems
  • 3.4 Compare the cognitive and symbolic development and speech and language development of a group of individuals

4 Be able to prepare AAC equipment for individuals to use

  • 4.1 Establish the type of AAC system used by the individual prior to making contact with them
  • 4.2 Prepare resources and equipment safely, referring to the Speech and Language Therapist where necessary
  • 4.3 Set out equipment and furniture according to health and safety procedures and guidelines

5 Be able to assist and support individuals to use AAC systems

  • 5.1 Gain valid consent from the individual, or a third party where the individual is not in a position to provide this consent independently
  • 5.2 Position the individual and self comfortably to enable the individual to access the system
  • 5.3 Support the individual’s active participation in the communication process
  • 5.4 Use appropriate signs and symbols to communicate with the individual
  • 5.5 Use the AAC system in line with local policy and protocol to communicate with the individual
  • 5.6 Support others to communicate with individuals using AAC systems

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