Functional communication changes what happens next. It is broader than requesting objects and broader than speech.
The American Speech-Language-Hearing Association describes AAC across the lifespan and includes gestures, signs, objects, pictures, writing, boards, and speech-generating devices. Its guidance says AAC users should always have access to their communication tools and highlights expression of wants, needs, feelings, ideas, social closeness, information exchange, and etiquette (ASHA AAC Practice Portal).
Printable message bank by function
Choose messages that matter now. Use the person’s established language and communication system.
Request and choice
- I want ___
- More
- Different
- This one / that one
- My turn
- Can we ___?
Refusal and boundaries
- No
- Stop
- Not that
- Don’t touch
- More space
- I don’t want to talk
- I changed my mind
Help and repair
- Help
- Show me
- Say it again
- I don’t understand
- That’s not what I meant
- Look here
- I need another way to say it
Regulation and pacing
- Break
- Wait
- More time
- Too loud / bright / close
- Quieter place
- Headphones
- Finished
Information
- What is happening?
- Where are we going?
- How long?
- Who will be there?
- What changed?
- When is ___?
Social connection
- Look at this
- I like ___
- I don’t like ___
- That’s funny
- Tell me about ___
- I need alone time
- I want to join
Safety
- It hurts
- I feel sick
- I am lost
- I need a trusted adult
- Call ___
- I don’t feel safe
Message planning worksheet
| Situation | Current message or behavior | Needed message | Communication form/location | Partner response |
|---|---|---|---|---|
The last column is essential. A message is not functional if partners do not notice it, understand it, or respond consistently.
Build access before practice
Check:
- Can the person physically reach or navigate the message?
- Is it available in every relevant setting?
- Do partners recognize non-speech attempts?
- Does the system include refusal, pain, and repair—not only preferred items?
- Is there enough time to compose the message?
- Is a low-tech backup available for charging, noise, water, transport, or device failure?
Do not require a person to prove readiness for AAC. ASHA describes a range of unaided, low-tech, and high-tech options and collaborative assessment across access, language, participation, and communication needs.
Model without taking over
Partners can point to or select a small number of relevant words while speaking naturally. This is often called augmented input or aided language modeling.
Model on a partner board or, with permission, briefly on the user’s system. Do not hold the device out of reach, physically force selections, or turn every model into a demand to copy.
Example:
The blender is loud. The partner points to “too loud” and “stop” while saying, “Too loud. We can stop.” Then the partner stops it.
The adult response gives the message meaning.
Expand without rejecting the first message
If the person uses “help,” respond first, then model “help open” or “help find.” If they use “no,” honor the boundary and clarify what is negotiable. Expansion should make communication more efficient, not delay access until grammar is perfect.
Communication-partner checklist
- The system stays within reach.
- I wait long enough for navigation and motor response.
- I acknowledge gestures, body movement, speech, sign, writing, and AAC.
- I respond to refusal and pain messages.
- I model more language than I require.
- I avoid testing every symbol.
- I know the low-tech backup.
- I involve the AAC user in changes to vocabulary and layout.
Seek an SLP with AAC competence for individualized access assessment, reliable yes/no, symbol or literacy needs, motor access, device funding, or a system that is not meeting the person’s communication needs.