Your toddler isn't talking yet, or maybe they say a few words but can't tell you what they need. A therapist mentioned AAC. Your first thought might be: isn't my child too young for that?
The short answer is no. There are no prerequisites for AAC. If your child has something to communicate (and every child does), they are ready.
The "Too Young" Myth
The idea that a child needs to reach certain milestones before starting AAC is one of the most persistent and harmful myths in the field. You may hear versions of it from well-meaning people:
- "Let's wait and see if speech develops first."
- "They need to understand cause and effect before using a device."
- "They should be able to point before we try pictures."
- "AAC is for older children."
None of these statements are supported by research. Every one of them delays communication, and delay has real consequences.
What the research says
Cress and Marvin (2003) directly addressed common questions about AAC in early intervention. Their findings were unambiguous: there are no prerequisite skills a child must demonstrate before AAC can be introduced. They found that waiting for readiness actually works against the child, because communication skills develop through communication practice. You can't get ready to communicate without communicating.
Romski and Sevcik (2005) identified several myths about AAC and early intervention, including the assumption that AAC should be a last resort after speech therapy has failed. They argued that AAC should be part of the intervention plan from the beginning, not a fallback option.
Cress (2002) studied the early communication development of children with disabilities and found that even very young children with significant challenges show communicative intent through behaviors like gaze shifts, body movements, and vocalizations. AAC strategies can build on these behaviors, no matter how subtle they are. This applies across a wide range of diagnoses, including children with developmental delays who may have uneven or slower-than-typical communication development.
Why Early AAC Matters
The first three years of life represent a critical window for language development. During this period, the brain is forming neural connections at an extraordinary rate. Children who receive rich language input during this window develop stronger communication skills than those who don't.
When a toddler can't speak reliably, they miss out on thousands of communicative exchanges per day. They can't request, comment, protest, or ask questions. They can't participate in the back-and-forth interactions that build language. AAC fills this gap by giving them a way to participate.
The cost of waiting
Every month of waiting is a month of missed communication. Consider what a typically developing 18-month-old does in a single day:
- Points at things to share interest (dozens of times)
- Says or signs a few words to make requests
- Responds to questions with words or gestures
- Protests when they don't want something
- Initiates interactions with caregivers and other children
A child without reliable communication misses all of these opportunities. AAC doesn't just help them catch up. It helps them start participating right now, which creates the foundation for all future language learning.
What AAC Looks Like for Toddlers
AAC for a 12 to 36 month old doesn't look like AAC for a school-age child. It's simpler, more hands-on, and deeply embedded in daily routines.
Start with a few high-impact words
Toddlers don't need 200 symbols on a screen. They need 3 to 8 words that matter right now. Research on core vocabulary by Banajee, DiCarlo, and Stricklin (2003) found that toddlers use a small set of words to accomplish the majority of their communication. Good starting words include:
- more (applies to everything they enjoy)
- all done (signals they're finished)
- help (reduces frustration during difficult tasks)
- want (a gateway to requesting)
- go (initiates activities)
You can set these up in SabiKo with a simple grid layout. Big buttons, clear symbols, just a few choices.
Use low-tech alongside high-tech
For toddlers, a mix of strategies often works best:
- A simple communication board printed and laminated for the high chair, bath, and car
- A tablet app like SabiKo for home play and structured activities
- Manual signs for a few key words (more, all done, help)
- Your own modeling as the most important tool of all
Embed AAC into routines
Toddlers learn through repetition and routine. Pick 2 to 3 daily routines and use AAC consistently during each one.
Mealtime. Model "more," "all done," and "want" at every snack and meal. Hold up two options and use the board or app to let them choose. Wait a few seconds after modeling before offering the food, giving them a chance to try.
Play time. Use "go" with cars and balls. Use "more" with bubbles, blocks, and swinging. Use "help" when they can't open a container or reach a toy.
Bath time. A laminated picture board on the wall with "more," "all done," "water," and "splash." Low-tech is perfect here since tablets and water don't mix.
Book time. Point to symbols as you read. Use "more" to ask if they want another page. Use "all done" when the book is finished.
Practical Tips for 12 to 36 Month Olds
Keep the grid small
For children under 2, start with a 2x2 grid (4 symbols). For 2 to 3 year olds, a 3x3 grid (9 symbols) is usually appropriate. You can always add more as their skills grow. Too many options at first can overwhelm both the child and the adults trying to model.
Don't require them to use it
Your job is to model. Their job is to watch, listen, and explore. Do not hold food hostage until they tap a button. Do not withhold toys until they make a request. That creates a negative association with AAC. Instead, model the word, provide the item, and trust that they're learning even when they're just watching.
Expect a long learning phase
Typically developing children hear language for about 12 months before they say their first word. They hear thousands of examples before producing one. AAC learners need the same kind of exposure. If you model AAC consistently for 2 to 3 months without your child using it independently, that's normal. They're absorbing. Keep going.
Make it part of your language, not a separate activity
Don't think of AAC time as a special session. Think of it as how you talk now. When you say "want banana?" tap "want" on the board. When you say "more milk?" tap "more." AAC becomes part of the conversation, not an interruption to it.
Celebrate every attempt
If your toddler touches a symbol, even accidentally at first, respond to it as if they meant it. "You said MORE! Here's more bubbles!" This teaches them that the symbols have power. Their actions on the board make things happen in the real world. That's the connection you want them to make.
Involve siblings
Older siblings can be incredible AAC models. Kids learn best from other kids. If you have an older child, teach them to use the AAC board during play. They'll often model more naturally than adults do.
What Progress Looks Like
Progress with AAC in toddlers is often gradual and easy to miss if you're not watching for it. Here's a rough timeline to keep in mind:
Month 1 to 2. Your toddler watches you use the board or app. They may touch it exploratorily but without clear intent. They might push it away or try to chew on it. This is normal.
Month 2 to 4. You may notice them looking at the board during routines where you've been modeling. They might touch a symbol and look at you, testing whether it means something. Respond to every attempt.
Month 4 to 6. Intentional use starts to emerge. They tap "more" and look expectantly for the food or toy. They may use one or two symbols consistently. This is a breakthrough, even if it's "just" one word.
Month 6+. Vocabulary begins to grow. They start using symbols in new contexts (not just where you modeled them). They may begin combining two symbols: "want more," "go outside."
Every child's timeline is different. Some move faster, some slower. What matters is the trend, not the speed.
Addressing Family and Friends
When you start AAC with a toddler, you will get questions. Some well-meaning, some skeptical.
"Isn't she too young?" You can say: "Research shows there's no minimum age for AAC. Starting early gives her the best chance to develop strong communication skills."
"Won't the device replace talking?" You can say: "Studies actually show that AAC supports speech development. It gives her more reasons to communicate, which helps speech come along."
"She'll grow out of it." You can say: "Maybe, and that would be great. In the meantime, she needs a way to tell us what she needs right now. We're not going to wait and hope."
Your Child Is Ready
If your toddler has something to say, something to request, something to protest, or something to share, they are ready for AAC. That's every toddler.
Don't wait for readiness. Create it. Give them the tools, model consistently, and trust the process.
Download SabiKo free and start building your toddler's communication today.
References
- Cress, C.J., & Marvin, C.A. (2003). Common questions about AAC services in early intervention. Augmentative and Alternative Communication, 19(4), 254-272.
- Cress, C.J. (2002). Expanding children's early augmented behaviors to support symbolic development. In J. Reichle, D. Beukelman, & J. Light (Eds.), Exemplary Practices for Beginning Communicators (pp. 219-272). Paul H. Brookes.
- Romski, M.A., & Sevcik, R.A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18(3), 174-185.
- Banajee, M., DiCarlo, C., & Stricklin, S.B. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19(2), 67-73.