Adaptive Ed

Many AAC users don’t communicate spontaneously because they aren’t given enough opportunity, modeling, or access to their device. With a few simple strategies, you can help increase independent communication.

Here are 3 ways to build more spontaneous AAC communication:

1️⃣ Pause and wait
After asking a question or presenting an opportunity to communicate, pause and give the student time to respond. Many AAC users need extra processing time, and waiting shows them their communication is expected and valued.

2️⃣ Model language on the AAC device
Regularly model words and short phrases on the student’s device during everyday interactions. When students see adults using the device to communicate, they learn how language can be used in real situations.

3️⃣ Keep AAC accessible
Communication devices should be available all the time, not just during specific activities. When AAC is always within reach, students have more opportunities to communicate throughout the day.

Teach real-world independence in the grocery store! 🛒

These differentiated worksheets help students practice identifying open vs. closed checkout lines—a simple but essential life skill for learners with ASD and other support needs.

Link in the comments 👇

Hey guys! I wanted to share something that’s been really helpful for my learners who use AAC. These coloring pages give students a fun, low-pressure way to practice social skills, functional communication, and using their AAC device in real-life situations.

If you’re looking for a simple, engaging way to make AAC practice hands-on and meaningful, check them link in the comments 👇

Hi everyone! I created this visual to help students ask for a quiet spot instead of getting frustrated or shutting down. It’s been a helpful support in my classroom. Free download link is in the comments if you’d like it.

Sometimes AAC users grab items instead of asking for them. This usually isn’t defiance — it’s often a communication challenge.

Here are a few reasons this can happen:

1️⃣ Communication breakdown
If a student can’t quickly access the words they need on their AAC device, grabbing can become the fastest way to communicate a need.

2️⃣ Processing delay
Many AAC users need extra time to think about what they want to say and how to say it. In the moment, grabbing may happen before they’ve had time to form the request.

3️⃣ Not knowing how to start
Some students simply don’t know the steps for asking appropriately. Teaching a clear sequence (get attention → request → wait) helps build that skill.

This is where visuals can really help. A simple visual sequence can show students how to get attention, make a request, and wait for a response.

Hey guys, I wanted to share something that’s been really helpful for my students who struggle with personal space. These visual scenes help them recognize when someone is standing too close at school and talk about what’s expected instead. My learners really benefit from seeing clear examples. I'm putting the link in the comments 👇

Waiting for food can be challenging for some learners with ASD. Use this time to teach patience and self-regulation by modeling calm behavior, prompting students to look at the menu, or guiding them to take deep breaths while they wait. Thankfully, there are evidence-based tools you can use, including visual aids, self-regulation strategies, and social narratives, to support learners in building functional life skills.

Personal space can be a tricky concept for many of our students. “Stand back” or “give space” isn’t always clear without a visual.

I made a free Safe Distance visual to help students better understand what appropriate personal space looks like.

If you’d like a copy, comment SAFE and I’ll send you the link! 🙂

AAC users rely on their device to communicate all day… but how often are we explicitly teaching them how to charge it independently? 🔌

Charging an AAC device is a small skill that can make a huge difference in independence and communication access.

Do you teach this as part of your AAC routines?

💬 I’m curious:
• Do your students charge their own device?
• Do you have a visual or routine for it?
• Where do you keep chargers in your classroom?

Let’s share ideas so more AAC users can stay powered up and ready to communicate!

🚨 New Resource Alert! 🚨

Receptive language practice doesn’t have to be boring or repetitive! I just added a brand new activity to the store that helps students practice functional school vocabulary in a fun, engaging way.

Students look at busy classroom scenes and find common school items like a pencil, book, backpack, desk, computer, and more. It turns receptive language practice into a search-and-find activity that keeps learners engaged while building real-world vocabulary skills.

✨ Includes 25 unique scenes
✨ 2 differentiated levels (50 pages total)
✨ No prep
✨ PDF, PowerPoint, and Canva formats

Perfect for autism classrooms, special education, speech therapy, and life skills programs.

If you want the link, comment “SCENES” and I’ll send it to you! 📚

Many teachers need materials that are ready to use immediately — especially for AAC instruction. That’s why I designed the Using My AAC to Talk Social Story + 10 Activities so you can print and teach communication skills the same day. This set helps students learn when and how to use their AAC device to share ideas, ask questions, and participate more independently.

Link in the comments 👇