Increasing the Number of Buttons on your Child's AAC is NOT Overwhelming!

Unlocking Robust Communication with AAC Systems

Have you ever seen a small child navigate a cellphone to get to their favorite apps despite the number of obstacles in the way? They can put their parents pin in, sift through folders, find their video or game app and navigate it better than some adults. If we presume competence in our children who would benefit from having an alternative augmented communication device then we would know NOT to limit their access to vocabulary.

When a child begins using an AAC (Augmentative and Alternative Communication) device, one of the first questions that comes up is: "How many buttons should we start with?" For caregivers and educators, it can be tempting to choose a layout with fewer buttons, assuming it will be simpler or less overwhelming.

But here’s the truth: more buttons, when thoughtfully organized, can actually lead to faster, richer, and more successful communication. Let's talk about why this is....

Children learn language by being exposed to it—constantly. When an AAC device has a rich vocabulary (especially core words like “want,” “go,” “help,” “not”), it gives the child tools to form a wide variety of messages from the very start. With limited vocabulary, a child can only communicate limited ideas. But when they have more options at their fingertips, they can express needs, ask questions, share opinions, and explore language like their peers.

One of the biggest barriers to fast and efficient communication is having to flip through multiple screens to find words. When a device has more buttons per page, more vocabulary is immediately accessible. This is wonderful because it reduces the time and cognitive effort it takes to build sentences which can be difficult for children with motor or attention challenges.

Also, Robust AAC systems are designed to support syntax and sentence structure, not just single-word requests. When children are exposed to more vocabulary and word types (verbs, pronouns, adjectives, etc.), they start to put words together more naturally just like speaking peers do.

This is essential for literacy development and for growing beyond one-word utterances. We don't just want our children to request. We want them to initiate, argue, express likes and dislikes, question and comment!

And finally, It’s a myth that we must start with very few words and “add more later.” In fact, it’s easier for many children to learn an organized system from the beginning, even if they don’t use every button right away. Changing the layout later means relearning motor plans, disrupting communication habits, and delaying progress. With a consistent and well-structured system, kids can grow into their device rather than outgrowing it.

AAC is about giving children a voice, not just to make requests, but to build relationships, ask questions, tell stories, and express who they are. By providing a robust vocabulary from the beginning, we empower children to say more, sooner, and with greater independence.

So don’t be afraid of more buttons. With the right support and modeling, more buttons mean more power to communicate.

Sources:

Banajee, M., Dicarlo, C. F., & Stricklin, S. B. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19(2), 67–73. https://doi.org/10.1080/0743461031000112043

Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Paul H. Brookes Publishing Co.

Binger, C., & Light, J. (2007). The morphology and syntax of individuals who use AAC: Research review and implications for effective practice. Augmentative and Alternative Communication, 23(1), 1–15. https://doi.org/10.1080/07434610600924488

Drager, K. D. R., Light, J. C., Speltz, J., Fallon, K. A., & Jeffries, L. (2003). The performance of typically developing 2½-year-olds on dynamic display AAC technologies with different system layouts and language organizations. Journal of Speech, Language, and Hearing Research, 46(2), 298–312. https://doi.org/10.1044/1092-4388(2003/024)