Respecting All Communication: Speech, AAC, Gestures & More
Parents often come in wanting their child to “just talk.” However, communication is so much more than spoken words. If we place rigid boundaries and expectations around spoken language only, we risk missing everything else that makes communication meaningful.
What is Communication?
We communicate for many reasons: to share thoughts, ideas, and opinions; to express needs, wants, and feelings; and to seek and provide information.
Communication comes in many forms, including:
Spoken words
Gestures
Facial expressions
Sounds and vocalisations
AAC systems (e.g. Proloquo2Go)
All of these modes are valid.
Different Ways Children Communicate
Speech / spoken language
This is what most people think of when they hear the word “communication.”
Gestures / body language
This is how babies begin communicating, and it often builds a strong foundation for language (e.g. pointing).
Sounds / vocalisations
We use this more than we realise—grunting when displeased, changing tone with emotion, or making sounds to get attention.
AAC (Augmentative and Alternative Communication)
These are tools used to support or supplement speech. There are many apps and devices that can help individuals express themselves effectively.
It’s important to note that AAC is not just for non-speaking individuals—it can also support those who may not feel comfortable relying on spoken language alone.
Many people use multimodal communication. The key is providing access to what an individual needs so they can advocate for themselves.
Common Myths
1) “If we use AAC, they won’t talk.”
Research shows the opposite, in fact, AAC can facilitate the development of spoken language.
A well-known review by Millar, Light, & Schlosser (2006) found:
AAC does not prevent or reduce speech development
Speech increased in 89% of participants
No participants showed a decrease in speech after AAC was introduced
Another systematic review by Schlosser & Wendt (2008) concluded:
AAC intervention does not hinder speech production in children with autism
2) “Gestures don’t count.”
Gestures are often overlooked as “real communication,” but think about being in a country where you don’t speak the language, how much would you rely on gestures?
Research shows that gestures play a critical role in language development.
Susan Goldin-Meadow, a leading researcher in this area, found that:
Gesture use precedes and predicts spoken language development
Children who gesture more early on tend to have larger vocabularies later
3) “We should wait until they’re ready to speak.”
This one is particularly concerning. Waiting to provide support can mean missing valuable opportunities during a critical period of development.
There is no reliable way to predict which children will “catch up” on their own. Research consistently shows that early intervention leads to better outcomes, especially while the brain is rapidly developing.
Importantly, this doesn’t mean pushing a child to speak. It means supporting communication in a way that works for them, in whatever mode that may be.
A meta-analysis and multiple trials led by researchers such as Ann Kaiser show:
Early language interventions positively impact communication and spoken language
Outcomes are stronger when support is provided earlier rather than later
Why Respecting All Communication Matters
When we respect all modes of communication, we:
Reduce frustration (and often challenging behaviours)
Build confidence in using language
Support meaningful connections with others
Allow language to continue developing
Most importantly, we affirm neurodiversity and individual differences.
We show children that they are accepted as they are and that we are here to support them in ways that work for them.
What This Looks Like at Home (Practical Tips)
As communication partners, we can:
Respond to gestures as we would to spoken words
Continue modelling language and providing rich input
Use visuals, gestures, and AAC consistently across contexts
Give children space using OWL strategies (Observe, Wait, Listen)
Follow the child’s lead to keep communication meaningful and engaging
What This Looks Like at Little Birds
At Little Birds, we:
Provide families with evidence so they can make informed decisions
Collaborate closely with families to set meaningful goals
Use a multimodal approach to communication
Deliver therapy that is play-based and naturalistic
Introduce AAC early, rather than as a last resort
Work alongside families and educators to ensure consistency across environments
We meet children where they are and build from there.
A gentle reminder
There is no single “right” way to communicate, and progress does not have to look like speech alone.
Every child has a voice. Our role is to recognise it, support it, and help it grow.
Want to learn more?
If you have concerns about your child’s language development, we’re here to help. Feel free to reach out to the Little Birds team, we’d love to support you and your child on their communication journey.
Autism Awareness Month
April marks Autism Awareness Month (or Autism Acceptance Month), a time to reflect on how we can better support and include autistic individuals in our communities. A big part of this is recognising and respecting different communication styles.
For many autistic children, communication may look different and that’s okay. When we move away from a “speech-only” mindset and embrace all forms of communication, we create space for children to express themselves authentically and be understood.
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References
Goldin-Meadow, S. (2007). Pointing sets the stage for learning language—and creating language. Child Development, 78(3), 741–745. https://doi.org/10.1111/j.1467-8624.2007.01029.x
Kaiser, A. P., Chow, J. C., & Cunningham, J. E. (2022). A case for early language and behavior screening: Implications for policy and child development. Clinical Child and Family Psychology Review, 25(1), 1–14. https://doi.org/10.1007/s10567-021-00369-3
Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech, Language, and Hearing Research, 49(2), 248–264. https://doi.org/10.1044/1092-4388(2006/021)
Schlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology, 17(3), 212–230. https://doi.org/10.1044/1058-0360(2008/021)
