Go beyond in-the-moment strategies—learn how to build lasting co-regulation routines that create safety, trust, and connection for autistic kids.

Discover how to respond to dysregulation with safety and connection—not control. A step-by-step approach for SLPs, parents, and neuroaffirming professionals supporting autistic kids.

Learn what to program first on AAC devices for autistic kids and GLPs. Start with what’s meaningful—songs, people, routines—not just core vocab lists.

If you’ve ever Googled “Who should program an AAC device?” or “Can parents add buttons to an AAC system?”—you’re not alone. Many caregivers and professionals feel unsure about changing an AAC setup, worried they’ll “mess it up” or break some unspoken rule. But here’s the truth: when we limit programming to only AAC specialists, we risk slowing everything down.

Real AAC support means collaboration—not control. When parents, classroom aides, siblings, and therapists all feel confident adding meaningful language to the device, we expand access, reduce waiting, and make the system work for the child’s real life. Whether it’s adding a favorite character or a new phrase the child keeps using, those changes reflect connection and intention—not chaos.

This post will show you why a “messy” AAC system might actually be a sign of meaningful progress—and how to support team-based programming in a way that’s thoughtful, collaborative, and neuroaffirming.