Nonspeaking Autism : Communication Options and AAC

The children behind the data

Understanding autism starts with understanding the scale of unmet need.

Understanding Nonspeaking Autism

Nonspeaking autism refers to autistic individuals who do not use speech as a primary or functional way to communicate. Some people use a small amount of speech; definitions of “minimally speaking” vary across sources. The terms describe spoken communication, not whether someone has thoughts or something to say.

A person’s use of speech does not tell you what they understand or want to communicate. Ask the person and their communication partners what supports and communication methods they use.

Some people prefer “nonspeaking” because it describes spoken communication without implying that the person has nothing to communicate. Ask the person or family what language they prefer.

Introduction to AAC

Augmentative and Alternative Communication (AAC) refers to any communication method that supplements or replaces spoken speech. AAC is not a single device or system, it encompasses a spectrum from unaided to high-tech approaches, and many people use multiple AAC methods across different contexts.

The American Speech-Language-Hearing Association says there are no prerequisites for considering or introducing AAC in early intervention. A systematic review of children with autism found AAC did not impede speech production; reported gains were modest. Read the systematic review. Learn more about speech therapy for autism.

Choosing AAC

AAC options range from gestures, signs, and picture boards to speech-generating devices and apps. A speech-language pathologist can help assess a person’s communication needs and compare options. See our Ontario AAC guide for device types and funding pathways.

Accessing AAC and SLP in Ontario

In Ontario, AAC assessment and implementation services are available through:

SLP through OAP Core Clinical Services:

Ontario’s guidelines say SLP services may include learning to use AAC. Funding follows the program’s invitation and allocation process; a speech-generating device purchase is not automatically covered and must meet current needs, treatment plan, and provider requirements. Read Ontario’s Core Clinical Services guidelines.

Assistive Devices Program (ADP):

ADP is a separate assessment and application route for eligible communication aids. Check the current device and authorizer requirements in Ontario’s communication-aids guidance.

Children’s Treatment Centres (CTCs):

Ask your local centre about AAC assessment, referral requirements, and current availability.

School board SLP:

Students can ask for SLP support through the IEP; the school board decides the level of service. See special education rights.

Presuming Competence

“Presume competence” is a foundational principle in AAC and nonspeaking autism advocacy. It means: assume that a nonspeaking autistic person understands what is being said to and about them. Assume that they have complex thoughts, preferences, and feelings. Assume that with the right communication tools, they can express themselves.

Presuming competence has real consequences. When clinicians, educators, or family members presume incompetence in a nonspeaking autistic person, they are less likely to provide rich language input, appropriate AAC, or educational opportunities. This creates a self-fulfilling prophecy. Conversely, when nonspeaking autistic individuals are presumed competent and given full access to language and communication tools, many demonstrate abilities that were previously invisible.

Autistic self-advocates including Amy Sequenzia, Carly Fleischmann, and many others have offered powerful testimony about the difference that presuming competence and providing AAC made in their lives. Families living with nonspeaking autism deserve access to this community knowledge.

Frequently Asked Questions