It is the job of the communication partner to support each individual to find her or his own unique voice through the use of Augmentative and Alternative Communication. Each AAC user should be supported to express their own individual thoughts and intentions. We can do this by assessing the needs of the individual and providing appropriate access to a robust vocabulary.

They employ a variety of strategies to get their message across, such as facial expressions, gestures, sign language, vocalizations, and a variety of other non-electronic and electronic Augmentative and Alternative Communication systems, such as symbol communication boards and books, AAC apps or AAC dedicated communication devices. At Angelman Academy, our fundamental belief is that you need to have the words in order to say what you want to say! We believe all individuals with communication needs have the right to have all their communication methods acknowledged and to have unfettered access to a robust vocabulary. All individuals have the right to support and instruction consistent with best practice.

It is for this reason that Angelman Academy promotes access to a robust vocabulary of words.
A robust vocabulary enables our individuals with AS to communicate across a range of communication functions (request, comment, ask questions, answer questions, greetings, and express emotions).
Many educators and therapists feel the need to isolate the skill of choice making as a precursor to AAC use. However, evidence based practice and current research tells us that an AAC user should be provided with access to a large selection of words in order to find the motivation to communicate her or his intentions.
This type of logic may seem very obvious but it is logic that has been wrongly applied to understanding language acquisition in children with complex communication needs. What we know and what the research such as Sennott, Light, and McNaughton (2016) tells us, is that we must put in exactly what we expect to get back, and we must be extremely patient in doing so when asking an individual to successfully overcome profound motor planning and other challenges
Read Article: AAC Modeling Intervention Research Review

This type of logic may seem very obvious but it is logic that has been wrongly applied to understanding language acquisition in children with complex communication needs. What we know and what the research tells us, is that we must put in exactly what we expect to get back, and we must be extremely patient in doing so when asking an individual to successfully overcome profound motor planning and other challenges.

When teaching a child with complex communication needs we must speak to them in the language they will use to speak back to us. If they will be speaking to us using a symbol based communication system, then we speak to them using a symbol based communication system along with our verbal speech. This is called many things: aided language input (ALI), partner augmented input (PAI), aided language stimulation (ALgS) but most often it is called modeling. We model language by using the child's communication system as we talk to them. For beginning AAC learners (of any age) we may do this for 18 months or more before the child may be able to show they have learned both language and how to access their communication system. For early AAC learners we continue to model as we speak to teach more vocabulary, functions of language, and grammar. With a typical child using oral speech adults intervene to teach vocabulary and grammar until the child is about 7 or 8 years old, and often older. Additionally, language acquisition experts will tell you that the best way to learn a language is through immersion. Immersion, in this context, means being exposed to the language or language system being learned, in this case AAC, across all environments, including incidental environments such as overhearing conversations between others, at least 70% of the time. To maximize learning of AAC systems we must strive for consistent, ongoing and intensive aided language input across all environments and interactions as much of the time as possible.

It is important to determine, through observation and analysis, what meanings various behaviors may have and then create a way for the child to communicate those needs. A button in a communication system which says, "look at me" can be taught to replace behaviors seeking eye contact. A button which says, "I need a break" or "I don't want to" can help with behaviors seeking to avoid or end an activity.

Those with Angelman Syndrome might also have difficulties modulating their sensory state. They often seek out deep pressure through pushing, kicking or biting on objects, or by jumping or crashing. They may also seek out vestibular stimulation through swinging or spinning. Having sensory items available and teaching and reinforcing their use can help decrease difficult sensory related behaviors. A therapy ball or mini-trampoline can help with deep pressure to the body and items designed for chewing can help with biting or chewing on clothing. Stress balls and therapy putty or clay can help with a desire to pinch or squeeze. Additionally, swings and spinning toys like a sit and spin might help with the need for vestibular stimulation.

Music can also be an effective means to help with anxiety and/or sensory needs. Matching the mood of music to the current state of the child and then gradually moving it towards a calm, 60 beats per minute song can be helpful. Some children and adults might also have calming or alerting response to various songs or styles of music. Careful observation can allow for the creation of calming, alerting or engaging playlists.

Those with CVI may engage in light gazing behaviors and have a need for movement, uncluttered or simplified visual environments and for items to be in a particular visual field. Often times individuals with CVI have delayed visual latency and decreased or absent visual reflexes. Difficulty coordinating vision and hearing or vision and motor movements often occur in CVI resulting in, for example, a tendency to be unable to look at and reach for an item at the same time. Over time and through proper interventions like vision therapy and modifying environments, people with CVI can improve their functional vision.

Vision challenges should not serve as a deterrent for educational intervention, including literacy, or introduction and use of AAC. A teacher of the visually impaired, special educator and speech therapist can help modify educational materials, home and school environments and Augmentative and Alternative Communication(AAC) systems to meet the needs of an individual with vision impairment.