Programming AAC: How We Can Avoid Gatekeeping

Have you ever opened a child’s AAC device and thought…
What is going on here?

Maybe there are buttons in unexpected places. Folders rearranged. Colors changed. New pages that weren’t part of the original setup.

Your first instinct might be to fix it. Clean it up. Bring back the structure.

But before you do, take a breath. Because sometimes what looks “messy” at first glance is actually a sign that people are trying. That the system is being used. That someone saw an opportunity and took it—even if it wasn’t perfect.

Why Limiting Programming to “Experts Only” Slows Everyone Down

There’s a common belief that AAC programming has to be done by specialists, or at least professionals.

That might sound safe and logical, but in practice, it often creates delays. Teams wait for one person to make updates. Parents feel unsure about touching the device. Support staff hesitate to add or change language, even when they see clear communication needs.

And all of that waiting? It adds up to missed opportunities.

Instead of building momentum, teams stall. And the AAC user doesn’t get access to words they need right now.

How often have we heard a parent or professional comment something like, “We’re afraid to mess it up, so we haven’t added anything to the device.” It’s so common, and a lot of this fear comes from a lack of understanding or support, or the idea that AAC is a fragile piece of tech that feels intimidating.

No one wants to make the wrong choices when programming a device. But here’s the reality: A team that feels intimidated by a child’s AAC device will have a hard time integrating it into their routine.

Our job is to make AAC as accessible as possible, not only for the child- but for all of the adults who love and support them!

Focus on Function, Not Perfection

When you notice a device that has been programmed in a way you disagree with, instead of immediately fixing it or feeling frustrated, try pausing to ask:

• “What was the goal behind this change?”

• “Has the child been using this button?”

• “What prompted this folder to be added?”

Chances are, someone was responding to a need. And even if the programming isn’t ideal, that effort matters. It’s always easier to refine something that exists than to build from scratch.

Progress in AAC support isn’t about getting it perfect. It’s about being responsive.

If you see programming changes that don’t align with the device’s organizational system or could cause confusion/disrupt motor planning, here are some ideas for how to respond:

Step 1: Ask questions before you make changes.
Find out how the new additions were intended to support the AAC user’s communication. This builds collaboration, not conflict, because we are starting from a place of believing that everyone is trying to support the child. 

Step 2: Educate on the Device’s Organization and Tools
All adults on the child’s team should have a general understanding of how the AAC system is organized so that when programming is done, it aligns. Most devices have tools such as “find a word” that can be used to figure out where an icon “lives” within the device, which is a helpful way to figure out if something needs to be programmed or if it already exists and needs to be modeled, instead.

Step 3: Offer to refine, not replace.
You might say, “This button is working great—let’s just move it where it’s easier to access,” or “These new words are helpful. Want help organizing them into a category?”

This approach honors effort, keeps trust intact, and ensures the AAC user isn’t suddenly left without access to something they’ve been using.

The Bigger Issue: Not Engaging With the Device at All

Let’s reframe the “messy” system. It might look different. It might be hard to navigate at first.
But if it’s being used? That’s a win.

On the other hand, a perfectly organized device that’s never opened doesn’t serve anyone.

Our main goal isn’t visual perfection—it’s communication.

If a device reflects the child’s interests, inside jokes, favorite TV shows, or commonly used phrases… great. That means people are trying. That means the child is being heard.

So—Who Should Program the Device?

Anyone who:

• Knows the child well

• Is invested in their communication

• Is willing to collaborate and learn

That might be parents, therapists, classroom aides, or even older siblings. The more people who feel confident adding relevant language, the more accessible and meaningful the system becomes. The only thing to keep in mind is that all changes should be backed up so that the programming does not get lost!

You don’t need to be an AAC expert to make a meaningful addition to a child’s device. You just need to be thoughtful, responsive, and open to feedback.

Here are a few key takeaways:

• Collaboration is more important than control.
  When multiple people can program and adjust the device, the system reflects the child’s full life—not just one adult’s idea of what they “should” say.

• Effort is better than perfection.
  If someone tried something and it helped the child connect, that’s valuable—even if it wasn’t done by the book.

• You can always clean up later.
  It’s much easier to refine an active system than to guess what might work in a system that’s never been touched.

If you're an SLP or educator, try this: Choose one team member who works closely with the child and invite them to help program the device this week. Show them how. Normalize the learning process.

If you’re a parent: Ask for editing access if you don’t already have it. You deserve to be part of this. Your insights are just as valuable as any professional’s.

Because when we build communication systems with the team—not just for them—everyone feels more confident, more connected, and more equipped to support the child.

And that’s what real progress looks like!