Many clinicians are told there is a right way to prompt AAC users. You may have heard that you should always use least-to-most prompting. Others insist most-to-least prompting is best. But what does the research actually say? In this episode, we look at findings from a scoping review of 29 AAC intervention studies examining the prompting strategies used with children with autism who use speech-generating devices. Here’s the surprising truth: The research does not show that one prompting hierarchy is universally superior. Instead, effective AAC intervention is multimodal, flexible, and individualized. Successful clinicians use a toolbox approach, drawing from multiple evidence-based strategies depending on the child in front of them. In this episode, I walk you through a DTTC-inspired prompting hierarchy adapted for AAC that moves children from high levels of support toward full independence. I also share a real therapy example from this week using a St. Patrick’s Day literacy activity with a puppet and AAC device, so you can see exactly how this process works in practice. This is not a theory. This is something you can try tomorrow. Why This Matters for AAC Intervention? Children with autism are developing across multiple domains simultaneously: • language • motor planning • executive function • symbolic representation • social interaction Because autism is multifaceted, intervention cannot rely on a single rigid strategy. The most effective clinicians adopt an “all of the above” mindset and use prompting dynamically depending on: • the child • the task • the novelty of vocabulary • the motor planning demands • the learning context This episode will show you how to do exactly that. Want Ready-to-Use Activities That Apply This Framework? Inside the SIS Membership, I provide ready-to-use activities designed specifically for: • AAC users • speech sound disorders • language development • motor planning • executive function Every week, you receive literacy-based movement activities that allow you to apply frameworks like the DTTC-for-AAC hierarchy immediately with the children on your caseload. These activities are designed to address multiple developmental domains simultaneously while keeping therapy engaging and efficient. You also get access to the Speech-Language Treatment Target Library, giving you structured targets across speech, language, AAC, and literacy. Instead of spending hours planning therapy, you can walk into your session with activities that are already designed to produce meaningful communication gains. Start Using DTTC for AAC Today

If you want structured activities that help you implement these strategies immediately: 👉 Join the SIS Membership today https://www.kellyvess.com/sis You’ll receive: • weekly ready-to-use therapy activities • weekly Google Slides Deck • treatment target library • practical strategies you can implement tomorrow Because when we reduce clinician workload and increase engagement, every child wins.

Reference the research: 

Wandin, H., Tegler, H., et al. (2023). A Scoping Review of Aided AAC Modeling for Individuals With Developmental Disabilities and Emergent Communication. Current Developmental Disorders Reports, 10(2), 123–131.