What I Actually Program First on AAC Devices (And Why It Works)

Written By Nicole Casey

If you’ve just been handed a robust AAC system and are wondering,
“Where do I even start?”
You’re not alone.

Many parents and professionals feel overwhelmed when supporting an AAC user—especially when the device is filled with folders, categories, and default templates that don’t feel meaningful (yet).

But here’s the truth:
You don’t have to start from scratch.

And in most cases?
You shouldn’t.

Why I Don’t Reprogram the Whole AAC Device Right Away

When I meet a new AAC user—whether they’re speaking, minimally speaking, or nonspeaking—I don’t:

  • Wipe the system and start fresh

  • Spend hours adding every category imaginable

  • Default to academic folders or preset “starter templates”

Instead, I start with the heart of the child.

I ask:

  • What lights them up?

  • What makes them laugh?

  • What are they already trying to communicate—through actions, scripts, AAC, or gestures?

That’s where the real programming begins.

AAC Systems Are Built to Grow—But That Doesn’t Mean They’re Ready On Day One

Most robust systems like Proloquo2Go, TouchChat, LAMP Words for Life, and TD Snap come with thousands of words and pre-built folders.

But when we don’t clearly communicate with the team, it can feel really overwhelming.

Overwhelming layouts often lead well-meaning teams to:

  • Strip everything down for “simplicity”

  • Delete folders the child hasn’t used yet

  • Create their own pages for their sessions, when the words already exist elsewhere

The First 5 Types of Buttons I Add to Personalize a Child’s AAC Device

Here’s what I focus on first when customizing AAC for an autistic child, especially a gestalt language processor (GLP):

1. Songs

Many GLPs use songs as scripts. Music is language for them.

I often add buttons like:

  • “Wheels on the Bus”

  • “Let It Go”

  • “Do you wanna build a snowman?”

  • “Happy Birthday”

Not to “teach” the lyrics, but to give access to something familiar, joyful, and expressive.

2. People

I add:

  • Family members

  • Staff or teachers

  • Friends

  • Pets

Sometimes I use photos. Other times, the child picks symbols or nicknames.

Why?

Because using AAC to say “Mommy hug” or “Grandmom come play” isn’t just labeling—it’s initiating powerful interaction.

3. Food

Go beyond “apple” and “banana.”

Add their food:

  • Dino nuggets

  • Bubble tea

  • Rice and yogurt

  • Goldfish

  • Snack

These aren’t just requests—they’re relationship tools.

Modeling “Want strawberry” during snack helps the child navigate routines, not just label objects.

4. Routines

These are often the most empowering buttons for AAC users.

Try phrases like:

  • “Go for a ride”

  • “It’s time to go”

  • “Time for swing”

I listen for repeated scripts or transitions that cause distress—and build support into the device.

5. Places

Real-world anchors like:

  • Home

  • School

  • Park

  • Target

  • Grandma’s house

These help the child talk about past experiences, anticipate routines, or make requests. For many kids, “Go to Target” becomes a favorite.

Should I Use Photos in AAC Buttons?

Short answer: Yes.

Photos create immediate recognition, especially for:

  • People

  • Places

  • Favorite objects or routines

You don’t need to use photos for every button.
Start with a few powerful images: a parent, the child’s dog, a favorite store/restaurant (Target, anyone?).

AAC Programming is a Process, Not a One Time Project

I never add 50 buttons in one sitting.

Instead, I:

  • Add 1–2 high-interest buttons at a time

  • Model them during natural routines

  • Observe what the child gravitates toward

  • Adjust based on actual use

This teaches the whole team—parents, teachers, SLPs—that AAC isn’t a one-and-done setup.

It’s a living system that evolves alongside the child’s communication journey.

When a “Messy” Layout Isn’t a Problem

Sometimes I’m handed a system with:

  • Buttons scattered across folders

  • Random fonts/colors that don’t match the system’s organization

  • A mix of photos, symbols, and inside jokes

And I hear:
“Can you fix this, it’s a mess!”

But here’s the thing:
If it’s being used, we’re not fixing it.

Often, those “messy” buttons are:

  • The ones used most often because they’re meaningful

  • Added in the moment, with real connection for the child

So instead of overriding these programming decisions, I ask:

  • “Who added this?”

  • “Has the child used it a lot?”

  • “What does it mean to them?”

Then—and only then—we decide whether to reorganize.

Final Takeaway: Lead with Joy

Programming AAC isn’t about creating the “perfect” layout.
It’s about creating access—real, immediate access—to connection.

  • What makes this child smile?

  • What do they repeat or seek out daily?

  • What can we add that feels familiar, joyful, and safe?

Add that.

Model that.

And let everything else grow from there.

🎧 Want more? Listen to the full episode of Let Them Lead on Apple or Spotify.

📘 Ready to bring co-regulation into every session? Check out the Great Language Partner Program — your roadmap for child-led, neuroaffirming support.

Nicole Casey
Previous

Breaking Free from the Comparison Trap and Imposter Syndrome
Next

Programming AAC: How We Can Avoid Gatekeeping