AAC modeling in daily routines doesn't have to be perfect to make a meaningful difference. In fact, what if trying to do AAC perfectly is actually getting in the way of doing it consistently? You listen to a podcast, attend a training, and learn all these wonderful strategies for supporting AAC users. You're ready to keep AAC accessible, presume competence, model without expectation, honor all communication, and move beyond requesting. And then Monday morning happens. Someone can't find their backpack, a child needs help opening breakfast, a para calls in sick, and your circle time materials have disappeared. By 10:30, you suddenly realize you haven't modeled AAC once. Sound familiar? Here's the good news. You don't need another thing to add to your day. You need to put AAC into the day you're already having. In this final episode of our AAC Awareness Month series, we're talking about practical ways to build AAC modeling into the routines you're already doing. We'll explore how to make communication accessible during snack, play, circle time, transitions, and all those messy, unpredictable moments that make up real life. Because consistency matters so much more than perfection. In This Episode, You'll Learn: Why consistency with AAC modeling can be more challenging than knowing how to model How to build AAC into daily routines without creating another lesson or activity Why starting with one routine and a few words can make AAC modeling more manageable Practical AAC modeling examples for snack, play, circle time, and transitions How to support multiple AAC users with different communication systems in one classroom Ways to use low-tech core boards and high-tech AAC devices together How to help paraprofessionals, substitute teachers, therapists, and families model AAC consistently Why AAC access matters during dysregulation and challenging moments How to move away from perfection and focus on meaningful communication opportunities Making AAC Part of the Day You're Already Having When I recently asked my community what was hardest about AAC modeling, 49% said remembering to model throughout the day. Another 42% shared that they knew what to do but struggled with consistency. That tells us something important. This isn't always a knowledge problem. Sometimes it's an implementation problem. AAC can start to feel like one more intervention, one more lesson, or one more thing to remember. But AAC isn't supposed to be another activity. It's communication, and communication is already happening throughout the day. Instead of asking, "When am I going to fit AAC into my day?" we can start asking, "Where is communication already happening?" And the answer is everywhere! Start With One Routine If you've been struggling to model AAC consistently, please don't leave this episode thinking you need to model AAC all day long starting tomorrow. You'll probably do it beautifully until about 9:17, and then real life will happen. Instead, pick one routine that already happens every day. Maybe it's snack, play, arrival, circle time, bath time, or getting ready to go outside. Then choose a few words you can naturally model during that routine. For example, during snack you might model OPEN, MORE, YUM, HELP, DON'T LIKE, or DONE. If someone drops something, there's an opportunity for UH-OH! And if someone takes the last cracker? Maybe NO! During play with cars, you might model GO, STOP, FAST, CRASH, AGAIN, or MY TURN. You don't need to model every word. Pick one or two, model them naturally, and keep playing. The same approach works during transitions and circle time. A word like GO can be modeled during a song, while turning a page in a book, or later when children are playing outside. Now that word isn't living inside an AAC lesson. It's living inside life. And remember, we're not asking children to copy us or prove they know the word. We're simply showing them another way to communicate about what's happening. Supporting Multiple AAC Users in the Classroom Modeling AAC one-on-one is one thing. Supporting multiple children using different communication systems, with different access needs, while running a busy preschool classroom? That's real life! You don't have to touch every child's individual device every time you model. A classroom core board or shared AAC modeling system can be helpful, even when children use different AAC apps or devices. Individual communication systems still need to remain accessible, but a shared modeling tool can give everyone opportunities to see language being used throughout the day. And what about low-tech versus high-tech AAC? It doesn't have to be either/or. You can model language using a core board, a device, speech, gestures, and pointing. Communication is multimodal, and we're not trying to make every interaction look exactly the same. We're creating an environment where different ways of communicating are recognized, supported, and valued. Helping the Whole Team Build Consistency Maybe you're an SLP who feels comfortable modeling AAC, but the paraprofessional supporting the child isn't quite as confident. Or you're a teacher who has been learning about AAC, but a substitute walks into your classroom without that same background. Maybe AAC is being modeled during therapy, but it's harder to incorporate at home. This is another reason I love starting with routines. Instead of expecting everyone to become an AAC expert overnight, we can identify one simple place to begin. For example, "During snack, we're modeling OPEN, MORE, and DONE." Now everyone has a practical starting point. Teachers, paraprofessionals, therapists, substitutes, and families can all support communication within a familiar activity. It's not about everyone doing everything perfectly. It's about building shared, meaningful opportunities for communication throughout the day. AAC Belongs Everywhere, Especially When Things Are Hard AAC devices are a person's words. And words don't belong in a backpack. Communication doesn't only happen during speech therapy, circle time, or structured learning activities. It happens on the playground, in the car, at the park, during bath time, and in all those everyday moments when we're excited, tired, frustrated, overwhelmed, or laughing at something hilarious. AAC belongs in those moments too. And when a child becomes dysregulated, communication access may matter even more. Sometimes AAC gets put away because a child isn't using it or seems too upset. But those may be the moments when they need access to words like STOP, HELP, HURT, NO, or BREAK. They may not use the device at all. They might push it away or communicate through movement, gestures, facial expressions, or other actions. We still pay attention to the communication that's happening. The goal isn't to make a child perform AAC. The goal is to make sure communication remains accessible. Try This in Your Classroom or at Home If you're wondering where to begin, keep it simple. Choose one routine that already happens every day, like snack, play, arrival, or getting ready for bed. Then pick three words you can naturally model during that routine, including words beyond requesting. Model those words during meaningful interactions without asking the child to repeat or demonstrate them. Share the routine and words with the other people supporting the child so everyone has a practical place to start. Practice during that same routine for a week, notice what works, and follow the child's lead. You don't need a perfect plan or an entirely new activity. One routine. A few words. Model without expectation. Follow the child's lead. Honor all communication. And then do it again tomorrow. Resources & Links AAC Awareness Month Podcast Series: Catch up on Episodes 194–197 to explore communication access, AAC modeling without expectation, moving beyond requesting, and honoring all forms of communication. Episode 181: What Autistic AAC User Jordyn Zimmerman Wants Every Educator to Know — Hear Jordyn's perspective on AAC, communication, and access. Episode 78: Lilly's Voice: AAC For Everyone! — Hear Stefanie and Lily's AAC journey. Free Resource: 8 Ways to Honor Protests — Practical ways to recognize and respond to children's communication with respect and compassion. Bringing Our AAC Awareness Month Series Full Circle At the beginning of this series, I asked a question: Are we really listening? And after everything we've talked about over these five episodes, I think that's still the question. Are we noticing the communication that's already happening? Are we giving children access before asking them to prove they're ready? Are we modeling instead of constantly testing? Are we honoring NO as much as we celebrate MORE? Because our job isn't to make a child communicate the way we want them to. Our job is to make sure they have ways to communicate. And then...we listen. Thank you for spending AAC Awareness Month with me. And a special thank you to Jordyn, Stefanie, Rachel, and the AAC users, families, and professionals who continue to teach me, challenge me, and help me rethink what I thought I knew. I'm still learning. I'm still unlearning. And after more than 25 years of doing this work, I hope I never stop.
