When someone has communication difficulties, we need to support them to learn and develop language skills. We teach them to use language to communicate for a wide variety of reasons. We call these reasons communication functions. We can define communication functions as the different categories of reasons that we communicate during day-to-day interactions with the world around us.

Modeling communication functions

For an Augmentative and Alternative Communication (AAC) user to learn the language needed to communicate for different reasons, they need to see others do it. When modeling, we point to words on the user’s AAC system as we talk to them during day-to-day interactions.  And just like we model to teach vocabulary and different ways to combine words, we also model examples of different communication functions. We can show how we can communicate different messages for different reasons using the AAC. We do this modeling regularly and reliably.

Beyond requesting

A common limitation in AAC systems and teams’ support of AAC users is focusing only on one communication function: requesting.. AAC users can get really good at asking for things. They can make requests for food, favorite shows, places to go, YouTube videos, etc. Making requests is motivating for AAC users. It may be one of the first reasons they use their AAC.

However, there is far more to language and communication than just requesting. There are many more reasons to communicate.  Give AAC users the words to share information, tell stories, make comments, and tell us what they think. Developing these skills makes real connections possible.

Find a full list of communication functions in the AssistiveWare Core Word Classroom.

Plan for different communication functions

It can be very useful to consider communication functions as you plan goals and activities for AAC users. When we consider the reason we want to communicate, that can help us to decide what words may need to be taught and modeled.

The first step is to think about which communication functions to start teaching. The chart below gives examples of different communication functions. Which of these is your AAC user already using? Which do you want to teach next? Which phrases do you think would be most helpful to model?

Please note: When modeling these words and sentences, you may provide a full verbal model, while only pointing to some of the words on the AAC system, eg. Say “You need to put your hat on", while pointing to “put” and “on”.

For specific ideas, we recommend visiting the AssistiveWare Core Word Classroom. Here, you will find many planner documents. These planners cover many everyday activities and core words. They give examples for ways to incorporate and model different communication functions in the activities you are already doing.

Start using different communication functions

Looking at communication functions is a valuable strategy for planning AAC goals and targeting words to model.

Follow the links below for more strategies to get started communicating:

• Start modeling
• Activity-specific vs. balanced vocabulary
• Build communication partner skills
• Engage and interact

Now that we have started communicating using AAC, next we can consider ways to start building language and communication.

Links & References

• Roadblock article post: Stalled at choice-making and requesting.
• A full list of communication functions in the AssistiveWare Core Word Classroom.