Navigating AAC Decision-Making and Implementation: Expert Insights from Abigail Long M.S. Ed., CCC-SLP/L
Incorporating AAC into speech therapy involves functional strategies and child-centered engagement that promote effective communication and lasting success. In this interview, Abigail Long, M.S. Ed., CCC-SLP/L, shares her expert insights on navigating AAC decision-making, offering key strategies and tips for how to implement AAC seamlessly into speech therapy.
How do you incorporate AAC and multi-modal communication into your practice?
I love this question! I aim to embrace all the ways a child can communicate—not just verbal speech! Here’s how I do it in my practice: Modeling! I use Aided Language Input by modeling on a child’s device or communication board while I talk. If I want them to use a word, I show them how to say it using their AAC system. Also, I accept ALL forms of communication: gestures, facial expressions, body movements, signs, vocalizations, word approximations—it all counts! I reinforce any communicative attempt rather than focusing only on verbal speech. I embed AAC into play and daily routines: I bring out toys, books, and play-based activities to encourage natural AAC use. I also believe in the importance of caregiver and teacher training so that the device isn’t just used for therapy, but is instead used confidently all day, every day.
What is your process for determining if a client is a candidate for an AAC device?
Determining if someone is a candidate for an AAC device is a team-based, dynamic process that involves assessment, trialing, and collaboration. First we need to identify the need; does the client have limited or no verbal speech, or is their speech unreliable, unclear, or inefficient for communication? Do they struggle to express wants, needs, thoughts, or social interactions effectively? I will likely start by teaching Aided Language Input(modeling on the device), and encourage consistent daily use in multiple environments (this may involve teacher/staff/parent training). A good reminder that AAC is not a last resort—it’s a tool to support and enhance communication!
What advice would you give to an SLP who is just getting started using AAC in their practice?
I jumped into my first ever job as a CF with multiple AAC users on my caseload, so I really enjoy this question because I think I myself needed it 10 years ago! Getting started with AAC can feel overwhelming, but you don’t have to be an expert to be effective. Here are some tips to build your confidence, and set up your AAC users for success: First, shift your mindset. AAC is not a last resort—it’s a tool to support and enhance communication at any level. Everyone deserves access to communication, even if they have some verbal speech. Also: Presume competence—assume the child is capable of learning to use AAC when given the right supports! Secondly, it’s important to focus on functional communication for the individual student; find out what the child loves (bubbles, snacks, toys, music) and build AAC use around that. Model words that are useful across settings (not just labeling objects), and accept any attempt at communication. And don’t put the entire weight of the process solely on yourself! Remember that this is a TEAM approach: teach parents, teachers, and caregivers how to model AAC—the child and SLP shouldn’t be the only ones using it! Show the team that communication happens all day, not just in therapy. Finally, be patient! AAC use doesn’t happen overnight—it takes time, practice, and consistency. So celebrate small wins! A single word today could lead to full sentences in the future. And keep learning! Follow AAC experts on social media, join AAC groups, and take CEUs when you can.
What inspired you to pursue a career in Speech-Language Pathology?
I come from an entire family of teachers! My mom was a teacher, my sister is a teacher, and I have many aunts, uncles, and cousins who are in the education field. I grew up playing “teacher” every day, with my little brother as the student, and I as the strict teacher, forcing ABC song drills on him, lol. I then got older and became a babysitter, and tutored students in both high school as well as during my college career. I LOVED helping others, figuring out ways that individually helped THEM learn and succeed. After observing a couple speech therapy sessions during college, coincidentally at the same school district I myself attended, the rest was history! I knew immediately that Speech Language Pathology was for me.
What is one thing you’ve learned in your Speech Therapy practice you wish all people knew?
You don’t have to (and can’t) know everything—and that’s okay! When I finished my master’s program, I thought I had to be an expert in every single area of speech pathology. Spoiler: that’s impossible. I spent years burning myself out, trying to absorb it all, feeling overwhelmed by IEPs, goals, and client needs, wondering how I’d ever remember or understand everything. And guess what? I don’t! And I’m still a great SLP. I rely on my SLP friends, CEUs, and professional development. It’s powerful to be confident enough to tell a parent, “I’ll find out and get back to you.” You don’t need to know it all—you just need to be open and willing to learn! Oh, and one more thing: nothing is more important in our field than rapport building! It is truly the foundation of effective speech therapy, because without trust and connection, progress stalls. When kids (or adults!) feel safe, valued, and understood, they’re more likely to engage, take risks, and practice new skills. A strong therapeutic relationship fosters motivation, reduces anxiety, and creates a space where communication can thrive.
