Starting AAC is a commitment, and one of the hardest parts is not knowing what to expect. Is it working? Are we on track? Why isn't my child using it yet?
This month-by-month guide gives you a realistic picture of the first year. It covers what you should be doing as the communication partner, what you might see from your child, and which milestones signal meaningful progress.
Month 1: Exploration and Setup
What you should do
- Choose an AAC system. If you're not sure where to start, Download SabiKo free and begin exploring.
- Set up a simple home screen with 6 to 12 core words: more, stop, want, go, help, all done, yes, no.
- Start modeling during 2 to 3 daily routines. Tap the symbol on the device while you say the word out loud. Mealtimes, bath time, and play are good starting points.
- Resist the urge to test your child. Don't say "Show me where 'more' is." Just model naturally and let them observe.
What to expect from your child
- Curiosity about the device. They may tap randomly, explore buttons, or try to swipe away from the app.
- No intentional communication using the device yet. This is completely normal.
- Possible disinterest or avoidance. Some children ignore the device at first. Keep modeling anyway.
Milestones to watch for
- Child looks at the screen when you model
- Child touches the device, even randomly
- Child begins to associate the device with communication time
Month 2: Familiarity Builds
What you should do
- Continue modeling the same core words. Consistency matters more than variety at this stage.
- Expand to 4 to 5 daily routines where you model AAC.
- Start pausing expectantly after modeling. Say "You want more?" (tap "more"), then wait 5 to 10 seconds before giving the item. Give your child time to process.
- Share the system with other communication partners: the other parent, grandparents, a nanny, or daycare staff.
What to expect from your child
- Beginning to associate specific symbols with specific meanings
- May start reaching for the device in familiar situations
- Possible first intentional tap, though it may seem accidental
Milestones to watch for
- Child watches your finger when you model
- Child reaches toward the device during a routine
- Any tap that seems connected to a want or need, even if you're not 100% sure it was intentional
Month 3: First Intentional Use
What you should do
- Honor every communication attempt immediately. If your child taps "more," treat it as meaningful and respond, even if you think it might have been random.
- Begin adding 2 to 3 new core words based on what's relevant to your child's interests and routines.
- Model two-word combinations occasionally: "want more," "go play," "stop that."
- Start a simple communication log. Note which words your child uses, in what context, and how often.
What to expect from your child
- First clear intentional use of one or two symbols. This is a major milestone.
- Use will be inconsistent. They may use "more" five times one day and not at all the next three days. That's normal.
- Possible frustration as they realize the device can get them things but haven't mastered it yet.
Milestones to watch for
- At least one clearly intentional symbol selection
- Using the device to request (not just exploring)
- Looking at you after tapping a symbol (checking if you understood)
Month 4: Building Consistency
What you should do
- Keep modeling. You should now be modeling throughout the day, not just during set routines.
- Introduce the device in new environments: the grocery store, the park, a relative's house.
- Start modeling comments and descriptions, not just requests. "That's funny." "I see a dog." "It's hot."
- Talk to your child's SLP about progress and adjust the vocabulary layout if needed.
What to expect from your child
- More consistent use of 2 to 4 symbols
- Beginning to use AAC for requesting preferred items or activities
- May start protesting using the device ("no," "stop," "all done")
Milestones to watch for
- Using a symbol without being prompted or modeled to first
- Using AAC in a new environment (not just at home)
- Communicating for a function other than requesting (like protesting or commenting)
Month 5: Expanding Functions
What you should do
- Add more fringe vocabulary: favorite foods, family names, preferred activities.
- Model different communication functions: commenting ("I like that"), asking questions ("Where go?"), and social exchanges ("hi," "bye").
- Encourage your child's SLP and teachers to model during therapy and school.
What to expect from your child
- Using 4 to 8 symbols with some regularity
- Starting to navigate between pages on a dynamic display
- May begin combining two symbols occasionally
Milestones to watch for
- First spontaneous two-symbol combination
- Navigating to find a word on a different page
- Using AAC with a communication partner other than a parent
Month 6: The Halfway Point
What you should do
- Review and reorganize vocabulary. Remove words that aren't being used and add words your child is trying to say or showing interest in.
- Start encouraging (but not requiring) two-word combinations during natural opportunities.
- Model grammar naturally: "I want the big ball" rather than telegraphic speech.
- Celebrate progress. Compare where your child is now to Month 1.
What to expect from your child
- A functional vocabulary of 8 to 15 words used intentionally
- Occasional two-word combinations
- Growing confidence with the device. Less random tapping, more purposeful navigation.
- Possible increase in spoken language alongside AAC use
Milestones to watch for
- Regularly combining two symbols
- Self-correcting (tapping the wrong word and then finding the right one)
- Bringing the device to you to initiate communication
Months 7 to 9: Growing Independence
What you should do
- Continue expanding vocabulary based on your child's interests and needs.
- Model three-word combinations: "I want more," "go to park," "help me please."
- Encourage use across all settings: home, school, community, therapy.
- Begin fading prompts. If your child can find "want" independently, stop pointing to it for them.
What to expect from your child
- A working vocabulary of 15 to 30 words
- Regular two-word combinations and occasional three-word attempts
- Using AAC to communicate with peers, not just adults
- Increased speed and confidence in navigating the device
- Some children begin to show interest in spelling or letter-based communication
Milestones to watch for
- Using AAC to tell you something you didn't already know
- Communicating with someone who wasn't taught to expect AAC
- Using language creatively (combining words in a new way they weren't specifically taught)
Months 10 to 12: Communication Confidence
What you should do
- Support longer utterances and more complex language.
- Introduce story-telling and narrative language: "First we went to the store. Then we got ice cream."
- Plan for transitions. If your child is starting school, changing classrooms, or beginning a new therapy, make sure the AAC system goes with them and that new communication partners are trained.
- Set goals for Year 2 with your child's SLP.
What to expect from your child
- A working vocabulary of 30 to 50+ words
- Regular multi-word utterances
- Using AAC across all environments and with multiple communication partners
- Clear preferences about their device (favorite words, preferred voice, layout opinions)
- Possible increase in spoken words alongside device use
Milestones to watch for
- Expressing opinions, preferences, and feelings unprompted
- Participating in conversations (not just making requests)
- Using AAC to communicate about things that happened in the past or will happen in the future
Summary Table
| Month | Your Focus | Child's Expected Progress | Key Milestone |
|---|---|---|---|
| 1 | Setup, begin modeling in 2 to 3 routines | Explores device, observes | Looks at screen during modeling |
| 2 | Model in 4 to 5 routines, add expectant pauses | Associates symbols with meaning | Reaches for device |
| 3 | Honor all attempts, start communication log | First intentional symbol use | One clear intentional tap |
| 4 | Model in new environments | Consistent use of 2 to 4 symbols | Uses symbol without prompting |
| 5 | Expand vocabulary and communication functions | Uses 4 to 8 symbols, begins navigating | First two-symbol combination |
| 6 | Reorganize vocabulary, model two-word phrases | Uses 8 to 15 words intentionally | Initiates communication with device |
| 7 to 9 | Fade prompts, model three-word phrases | Uses 15 to 30 words, regular combinations | Communicates something new or unexpected |
| 10 to 12 | Support complex language, plan for Year 2 | Uses 30 to 50+ words, multi-word utterances | Participates in conversations |
What If Progress Is Slower?
Some children take longer. That does not mean AAC isn't working or that they won't get there.
Factors that affect timeline include the child's age at introduction, the consistency of modeling across environments, the number of communication partners who actively use the system, the child's motor skills and vision, and the fit between the AAC system and the child's needs.
If you're modeling consistently and seeing no progress after 3 to 4 months, talk to a speech-language pathologist with AAC expertise. Our guide on what to do when AAC progress stalls covers common reasons and solutions. The system might need adjustment. The vocabulary might not match your child's interests. The display size or layout might not suit their motor abilities. These are solvable problems.
The Long View
This guide covers Year 1, but AAC is a long-term process. Many AAC users continue expanding their language skills for years. Some eventually transition to primarily spoken communication. Others become lifelong AAC users who communicate fluently with their devices. Both outcomes represent success.
The goal was never to make the device unnecessary. The goal was always to make communication possible.
Download SabiKo free and start your Month 1 today.
References
- Binger, C., & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23(1), 30-43.
- Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21(3), 195-204.