QUEENS AAC AUGMENTATIVE AND ALTERNATIVE THERAPY

Queens Letters is owned and operated by Brooklyn Letters.

Augmentative and Alternative Communication (AAC) in Queens includes communication methods and tools that supplement or provide alternatives to spoken communication. AAC may include gestures, signs, communication boards, text-based tools, or speech-generating devices.

We provide in-home AAC support throughout Queens, with remote options available when appropriate. Working directly with families in Queens homes allows communication strategies to be practiced within familiar daily routines and learning environments.

Queens Letters focuses on speech language, literacy, and math intervention that is proactive, early, and enrichment oriented academic and speech language support.

Many Queens families begin support early rather than waiting. Families may also seek AAC guidance proactively to strengthen communication, classroom participation, and school readiness as children develop.

AAC is used when speech is not an adequate means of functional communication. The augmentative refers to any devices, methods, or systems used for communication. AAC can also be a tool to help facilitate expressive language when young children are learning how to communicate.

The alternative refers to any devices, methods, or systems used for communication when speech has not developed or has been lost. Many devices or systems can be both. AAC devices are used by many individuals, including those with autism spectrum disorders, cerebral palsy, dysarthria, aphasia, and for children with significant speech-language delays. Project Relate is a communication app for people with non-standard speech. Use it to transcribe text, repeat speech, or engage Google Assistant.

For parents seeking clarity on the foundations of communication development, we have created a helpful guide into what an early language assessment is, how a speech pathologist evaluates children, the role of play in understanding communication, and when you should consider professional early intervention.

Augmentative and Alternative Communication is divided into two main types: unaided and aided systems. Children may use one approach or a combination of communication methods depending on their strengths, communication goals, and everyday environments.

AAC can support speech and language development for communication and school readiness while giving children additional ways to participate, express ideas, make choices, and engage with others.

Unaided Systems: This refers to modes of communication that use nothing but your own body. Unaided systems include gestures, facial expressions, body language, manual signs, and sign language. When using this type of AAC, an individual must have adequate motor control and a communicative partner to help relay and interpret the message.

Aided Systems: This type of AAC refers to methods requiring external support or communication tools and devices. Aided AAC systems are further divided into basic and high-tech tools. Examples of basic tools are pen, paper, or boards with photos, letters, and symbols. High-tech tools include computers, tablets, and handheld devices that contain speech-generating applications or software that “speak” for the individual.

Like our clients, AAC devices come in all shapes and sizes! Low or no-tech systems include the Picture Exchange Communication System (PECS), single-cell switch devices (Big Red Switch, Jelly Beamer, Big Mac), multi-switch devices (Step-by-Step, Multi-Step Big Mac), and static communication devices (GoTalk devices). Hi-tech devices include Dynavox products (Tango, Maestro, V), Tobii software and devices, PRC Unity devices (ECO, Vantage Lite), and iPad applications (TouchChat, SceneSpeak, Look2Learn, Sonoflex, Proloquo2Go).

The aim of all AAC devices is to increase functional communication. Whether this means teaching the client how to request with one word for a desired item or commenting on your surroundings, AAC devices help individuals get their needs met and allow them to be participants in social situations.

EVERYONE is a candidate for AAC. There is no cognitive prerequisite, and accommodations can be made to all systems and devices. Additionally, choosing the type of AAC depends on the needs of the individual. In many instances, a combination of both is necessary to suit different situations. AAC does not hamper speech language development; it only aids in communication!

Some individuals may be more comfortable with unaided methods like signing and gestures when speaking with family members. On the other hand, they may require a speech-generating device in social situations outside the home. There are several factors to take note of when deciding which AAC system to use. This includes the individual’s skills, strengths, and needs. The following are also considered during the assessment process:

A speech-language pathologist (SLP) is best equipped to determine the appropriate AAC system for an individual. During the evaluation, an SLP will test and observe one’s ability to speak and understand. At Brooklyn Letters, our licensed speech-language pathologists assess individuals to determine if there is a need for AAC and which device or system would best suit that individual.

The specialists we work with provide support to families to help individuals develop independence. Our clinicians work with clients towards overcoming their particular difficulties. Licensed speech-language pathologists are available to review, augment, and implement assistive technology recommendations following an evaluation. They also conduct AAC therapy, which works on familiarizing clients with their AAC device or system. Additionally, communicative partner training is provided to ensure generalization.

The specialists we work with are also available to consult with schools about adapting curriculum, integrating assistive technology, and training teaching staff on how to work with assistive technology tools.

FAQ

Queens AAC support can be individualized around communication development, family routines, school participation, and each child’s evolving communication goals.

What is AAC?

AAC stands for Augmentative and Alternative Communication. AAC includes unaided methods such as gestures and signs and aided methods such as communication boards and speech-generating devices.

When should a family consider AAC support?

Families may explore AAC when communication is not progressing as expected, when a child needs additional ways to participate, or when proactive support could strengthen communication development.

Can AAC be used proactively?

Yes. AAC can provide additional ways for children to communicate while speech and language skills continue developing, making support relevant beyond diagnosis-led situations.

Is AAC support available in Queens homes?

Yes. Queens Letters provides in-home AAC support throughout Queens, including Forest Hills, Bayside, Fresh Meadows, Kew Gardens, and surrounding neighborhoods, with remote options when appropriate.

Can AAC support classroom participation?

AAC can give children additional ways to answer questions, express ideas, make choices, interact with peers, and participate in learning activities.

This work is designed for families seeking proactive and enrichment-oriented support, not only for children with clear developmental delays.

How to Select a Qualified Tutor

Marcy G.
M.S., CCC-SLP, TSSLD, SPEECH-LANGUAGE PATHOLOGIST

Christina A.
M.S., CCC-SLP, SPEECH LANGUAGE PATHOLOGIST

Liza B.
M.S., CCC-SLP, TSSLD, SPEECH LANGUAGE PATHOLOGIST

Amanda
M.S., CCC-SLP, TSSLD, SPEECH-LANGUAGE PATHOLOGIST

Valerie
M.S. CCC-SLP

Rachel
M.S., CCC-SLP, TSSLD, QOM