It is probably accurate to state both that every child can and does communicate in some way, and that, no matter what disabilities are evidenced, every child can benefit from AAC. This is a departure from earlier beliefs. Before the 1960’s, communication interventions centered primarily around speech therapy (Zangari, Lloyd, & Vicker, 1994). Children with moderate to severe disabilities were often considered too cognitively impaired to benefit from any communication instruction at all (Kangas & Lloyd, 1988).

Over time, the emphasis of communication interventions has changed dramatically. First, it has widened from focusing only on the development of natural speech to working with alternative methods of communication, such as AAC.

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Secondly, there has been a trend away from an emphasis on the production of a particular response on demand outside of any natural situation, to teaching meaningful and functional communication in real-life settings. This has resulted in changes in teaching methods from drill-and-practice to natural techniques embedded in daily activities and routines. (See The ecological approach: Focusing on participation and Naturalistic teaching methods.) These transitions have allowed a much wider population base of individuals with disabilities to have access to and benefit from communication interventions, specifically children with severe cognitive impairments (Zangari, Kangas, & Lloyd, 1988; Zangari, Lloyd, & Vicker, 1994).