Augmentative and Alternative Communication (AAC)
Augmentative and Alternative Communication (AAC) refers to methods, systems, and devices used to help individuals with speech or language difficulties communicate more effectively. AAC is often used by people who have conditions that impair their ability to speak or make it challenging to express themselves verbally, such as cerebral palsy, autism, ALS, or after a stroke.
AAC includes two primary types:
1. Augmentative Communication – This supports or enhances spoken language. For example, someone may use hand gestures or a communication board with pictures to supplement their speech.
2. Alternative Communication – This serves as a substitute for spoken language. For people who cannot speak at all, alternative methods like text-to-speech devices or communication apps on tablets allow them to communicate fully without using their voice.
AAC systems can be:
1. Unaided (non-tech) – such as sign language, gestures, and facial expressions.
2. Aided (low-tech or high-tech) – like picture boards, speech-generating devices, or apps on tablets and computers that allow users to type or select symbols.
The goal of AAC is to support individuals in expressing their needs, wants, thoughts, and feelings, enhancing their participation in daily life and overall quality of life.
At New Beginnings, several of our therapists are trained in Gestalt Language Processing, enhancing our ability to support a variety of communication needs.
Gestalt Language Processing (GLP) is a way of learning language in chunks or “gestalts” rather than by piecing together individual words. People who are gestalt language processors—often young children, particularly those on the autism spectrum—learn language by memorizing and using whole phrases or sentences they hear, rather than learning words one by one and gradually combining them.
Here’s a breakdown of the GLP stages:
1. Echolalia (Stage 1): Initially, gestalt processors may repeat phrases exactly as they heard them, often without modifying them. This can include exact repetitions of things heard from caregivers, peers, or media, such as “Let’s go outside!” or “Do you want to play?” This stage is known as “echolalia.”
2. Mitigated Echolalia (Stage 2): Over time, they start to break down these phrases and adapt them to new situations. For example, instead of saying, “Let’s go outside!” exactly, they might modify it slightly to “Let’s go play!” to suit a different context.
3. Mixing and Combining (Stage 3): As they advance, they begin to mix and combine elements from different phrases to create new meanings and more flexible language use.
4. Self-Generated Language (Stage 4): Eventually, gestalt processors can use language creatively and flexibly. They no longer rely on memorized chunks and can construct phrases and sentences that reflect their unique ideas and thoughts.
Understanding GLP is essential in speech and language therapy because it helps therapists tailor their approach to the individual’s way of processing language, making therapy more effective for individuals who use this style.
Meet Our Augmentative and Alternative Communication Therapists
Monica Tullius
M.S. CCC-SLP
Speech-Language Pathologist
Orofacial Myofunctional Therapist
A licensed Speech-Language Pathologist for over 24 years, Monica has been in private practice for the last 11 years. She is the Clinical Administrator and Owner of the New Beginnings Pediatric Speech Therapy Services, PLLC clinics where she supervises and leads a team of Speech Pathology Clinicians.
Prior to opening her private practice, Monica was a Speech-Language Pathologist in the public school system for many years. She also has experience in pediatric Speech Therapy
She loves changing the lives of her patients! Monica received her Orofacial Myofunctional training through the Academy of Orofacial Myofunctional Therapy (AOMT).
Monica is an active Member of the American
Stephanie Escobar
M.S. CCC-SLP
Speech-Language Pathologist
Stephanie Escobar is a bilingual certified Speech-Language Pathologist who graduated from the University of Texas at El Paso (UTEP) in 2019. She is the Clinical Site Director at the Zaragoza location and specializes in Augmentative and Alternative Communication (AAC), with a focus on Gestalt language processing and literacy-based intervention.
Throughout her career, Stephanie has worked in both school and private settings, providing compassionate and evidence-based care to children with autism, early language delays, developmental disabilities, articulation, and language difficulties. She has dedicated countless hours to professional development, continually refining her skills to better serve her patients and community.
Stephanie is passionate about creating adapted books in both English and Spanish to foster positive literacy experiences and loves to incorporate child-led therapy in her sessions, ensuring that each child’s unique needs and interests are at the heart of their communication journey.
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