AAC sits at a unique intersection: the technology SLPs have championed for decades is converging with mainstream tools (voice assistants, speech-to-text, predictive text). LLMs can help with documentation and goal writing, but AAC assessment and device selection require specialized clinical judgment.

LLM Strengths in This Domain

• Drafting AAC evaluation report narratives
• Brainstorming communication goals across modalities
• Generating core and fringe vocabulary lists for programming
• Structuring justification letters for AAC device funding
• Creating caregiver and educational team training materials
• Organizing feature-matching documentation
• Drafting communication partner training handouts

LLM Limitations

• Cannot assess motor access needs or switch scanning ability
• Cannot recommend specific devices or systems
• May not understand the nuances of different AAC approaches (LAMP, Minspeak, Unity, PODD, robust vocabulary systems)
• Cannot evaluate communicative competence across modalities
• May not distinguish between aided and unaided AAC strategies
• Cannot account for vision, hearing, positioning, or cognitive factors that affect access
• May generate vocabulary suggestions that don’t match the individual’s communication needs or interests

Prompt Templates

AAC Evaluation Report Organizer

I am an SLP writing an AAC evaluation report (no client identifiers). Here are my findings from the evaluation including: communication history, current communication methods, feature-matching results, device trials conducted, access method assessment, and recommendations. Organize into a structured narrative appropriate for funding justification. Include sections for: reason for referral, current communication profile, device trial results, recommended system and rationale, and implementation plan. Do not recommend specific devices; I will specify those.

AAC Funding Justification Letter

I am an SLP writing a funding justification for a speech-generating device (no client identifiers). Here is the clinical information: [diagnosis, current communication limitations, impact on participation, devices trialed, recommended device and features, why no-tech/low-tech alternatives are insufficient, and expected outcomes]. Help me organize this into a medical necessity justification. Use language that addresses insurance criteria: medical necessity, functional limitations, least restrictive option, expected outcomes. Do not fabricate clinical details.

Communication Partner Training Handout

I need to create a training handout for classroom staff supporting a student who uses a robust AAC system. Cover: 5 key modeling strategies (aided language stimulation), how to respond to all communication attempts, common mistakes to avoid (testing, requiring imitation, over-prompting), and how to embed AAC into daily routines. Keep it practical, with specific examples for classroom activities. Under 500 words.

Core Vocabulary Activity Ideas

I am an SLP programming core vocabulary for a beginning AAC user, age 4. The focus words this month are: WANT, MORE, STOP, GO, HELP, TURN. Generate 5 classroom-based activities where these words can be naturally modeled and elicited. Each activity should describe: the routine, which core words fit naturally, how the communication partner should model, and what to look for as evidence of learning. Activities should be play-based and age-appropriate.

Goal Progressions

Weak → Strong: AAC Use

Before: “Student will use AAC device to communicate.”

Which communicative functions? With what level of support? In what contexts?

After: “Given a structured activity with aided language modeling, [Student] will independently select symbols on SGD to request desired items/actions using 1-2 symbol combinations in 8 of 10 opportunities across 3 consecutive sessions.”

Weak → Strong: Communication Functions

Before: “Student will express wants and needs using AAC.”

“Wants and needs” is the floor, not a goal. Which communication functions beyond requesting?

After: “During classroom routines with partner modeling, [Student] will use SGD to perform at least 3 different communication functions (requesting, commenting, rejecting, greeting) per session across 4 consecutive sessions as documented by SLP communication sampling.”

Weak → Strong: Communication Partner Skills

Before: “Staff will learn to use the student’s device.”

This is a training objective, not a student goal, but it’s equally important. Make it measurable.

After: “Communication partners (teacher, paraprofessional) will provide aided language stimulation by modeling at least 5 core vocabulary words on the student’s SGD per 30-minute observation period, as documented by SLP fidelity checklist across 3 consecutive observations.”

The Convergence

AAC, screen readers, captioning, and voice interfaces are merging with mainstream technology. The tools our clients depend on are becoming the tools everyone uses. This has profound implications:

• Voice assistants normalize spoken interaction with technology; AAC users have always done this
• Predictive text on every phone is a form of language generation support
• Speech-to-text is standard accessibility, blurring the line between “assistive” and “mainstream”
• LLMs themselves are language generation tools, the same capability AAC systems provide

SLPs are uniquely positioned to guide this convergence. We understand both the clinical needs of individuals with complex communication needs AND the capabilities of the technology. That expertise matters more now than ever.

Before & After: Session Documentation

Raw Notes

AAC session today, worked on core words MORE and STOP during sensory play, modeled on device throughout, she hit MORE independently 3 times during bubbles activity without prompting, hit STOP once when she wanted a break from playdoh, needed hand-over-hand for HELP twice, really engaged with bubbles, mom watched and practiced modeling too

Structured Output

• Target Words: MORE, STOP, HELP (core vocabulary)
• Activity: Sensory play (bubbles, playdoh)
• Performance:
  • MORE: 3 independent activations during bubbles (no prompting), consistent with emerging mastery
  • STOP: 1 independent activation to request break from playdoh; communicative intent clear
  • HELP: 2 activations with hand-over-hand support, not yet independent
• Communication Functions Observed: Requesting (MORE), rejecting/regulating (STOP), not yet requesting assistance independently (HELP)
• Partner Training: Mother observed session and practiced aided language modeling during bubbles activity. Provided appropriate wait time and responded to all device activations.
• Plan: Continue MORE and STOP in varied activities to build generalization. Increase exposure to HELP with time delay prompting. Provide mother with home modeling guide for target words in daily routines.

Related Pages

• Writing Goals: Goal clarity toolkit
• Documentation: Eval reports and session notes
• Compliance: Funding justification letters
• Schools & Early Intervention: IEP context for AAC
• Pragmatics & Social Communication: Communication functions across modalities