Your child just launched their AAC device across the room. Again. Your heart sinks a little, partly because of the $400 tablet and partly because you're not sure what to do next.
Take a breath. This is more common than you think, and it doesn't mean AAC isn't working.
Why Children Throw AAC Devices
Before you can respond effectively, it helps to understand what's driving the behavior. Throwing rarely has a single cause. Here are the most common reasons.
Sensory seeking
Some children throw things because the physical sensation feels good. The weight of the tablet, the arc through the air, the crash when it lands. It's input their body is looking for. This is especially common in children with sensory processing differences.
If throwing happens across many objects (not just the AAC device), sensory seeking is likely part of the picture.
Frustration
AAC is hard. Finding the right word takes effort, especially when a child is still learning the system. If they can't locate the symbol they need, or the device isn't saying what they mean, frustration builds fast. Throwing the device may be the most available way to express that frustration.
Research by Light and McNaughton (2014) emphasizes that AAC communicative competence takes time and that frustration during the learning process is a normal part of development, not a sign of failure.
The throw IS communication
This is the one that catches parents off guard. Sometimes throwing the device is itself a communicative act. Your child might be saying:
- "I don't want this right now"
- "I'm done with this activity"
- "I don't like what you're asking me to do"
- "Pay attention to me"
If you look at the context and the throw seems directed at someone or happens in response to a demand, your child may be protesting. That's actually communication. It's not the form you want, but the intent is there.
Boundary testing
Children test boundaries. It's developmentally appropriate. If throwing the device got a big reaction the first time (gasping, rushing over, a stern "no!"), the reaction itself becomes reinforcing. The child learns: throwing this object makes interesting things happen.
Boredom or disengagement
Sometimes the child simply doesn't want to be doing what they're doing. The activity isn't motivating. The AAC session feels like a drill. Throwing is a fast way to end something that isn't fun.
What to Do: Practical Strategies
1. Acknowledge the message
If the throw seems communicative, respond to the intent before addressing the form. "You're telling me you're all done. I hear you." Then model the appropriate way to say it on the device: tap "all done" or "stop."
This teaches your child that their message was received AND shows them a better way to send it next time.
2. Stay calm and neutral
A big reaction, whether it's frustration, shouting, or even laughing, can reinforce the throwing. Keep your response matter-of-fact. Pick up the device, return it, and continue. Boring responses to unwanted behavior are powerful.
3. Reduce frustration at the source
If your child throws during AAC use specifically, the system might need adjustment:
- Simplify the layout. Too many symbols on a page is overwhelming. Start with fewer options.
- Make high-frequency words easier to find. If "no," "stop," and "all done" take five taps to reach, your child will find a faster way to communicate those messages.
- Shorten sessions. Five good minutes beats twenty frustrating ones.
4. Offer sensory alternatives
If throwing is sensory-seeking, give your child other ways to get that input:
- A weighted lap pad during AAC time
- A chewy tube or fidget to hold in their free hand
- Throwing breaks with appropriate objects (bean bags, soft balls) between AAC activities
5. Teach "break" and "no" early
Make sure your child has fast, easy access to protest words on their device. "No," "stop," "break," "all done," and "I don't want" should be on the home screen or reachable in one tap. If a child can say "no" with the device, they're less likely to say it by throwing it.
6. Use a structured choice
Instead of open-ended AAC practice, try offering two clear choices. "Do you want crackers or banana?" with just those two symbols visible. This reduces the cognitive load and gives your child a quick communication win.
Protecting the Device
While you work on the behavior, protect the hardware.
| Protection | What it does |
|---|---|
| Heavy-duty case (OtterBox, Griffin Survivor) | Absorbs impact from drops and throws |
| Tempered glass screen protector | Prevents screen cracks |
| Wrist strap or tether | Keeps the device from going airborne |
| Velcro mount on a table | Secures the device to a surface during use |
| Device insurance or AppleCare | Covers damage if prevention fails |
A tether attached to the table or the child's wheelchair is one of the most effective solutions. The device can still be used freely but can't travel far.
When Throwing Decreases
As your child builds AAC competence, throwing typically decreases on its own. Research shows that AAC reduces challenging behavior by giving children a reliable way to express their needs. The more reliably they can communicate with the device, the less they need to communicate by launching it. This is a process that takes weeks to months, not days.
Consistency from you is the key variable. Stay calm, keep modeling at home, protect the device, and acknowledge every communicative attempt, even the messy ones.
When to Seek Additional Support
Talk to your child's speech-language pathologist or behavior specialist if:
- Throwing escalates in frequency or intensity over several weeks
- Your child is at risk of hurting themselves or others
- The throwing seems unrelated to communication or sensory needs
- You've tried multiple strategies consistently without seeing any change (see our guide on what to do when AAC progress stalls)
A professional can help identify specific triggers and build a support plan tailored to your child.
The Big Picture
Your child throwing their AAC device is not a sign that AAC has failed. It's a sign that your child is still learning, still communicating, and still figuring out how to navigate a world that requires a lot from them.
Keep the device available. Keep modeling. Keep responding to the message behind the behavior. The throwing phase is real, but for most families, it passes.
References
- Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication? Augmentative and Alternative Communication, 30(1), 1-18.
Download SabiKo free and start building communication today. It works offline and comes with protective case recommendations in the setup guide.