When a child who uses an AAC device repeatedly presses the same button, taps random icons, or explores different pages, it can be tempting to assume they are “just playing” with their device.
Sometimes, they may be.
But sometimes, they may be doing something incredibly important:
They may be learning their language.
For children who communicate using Augmentative and Alternative Communication (AAC), language development can look different from what many people expect. Instead of hearing a child babble sounds like “ba-ba-ba” or “da-da-da,” we may see them repeatedly select a word, explore a page, or press buttons simply to hear what happens.
This exploration is often a normal and important part of learning to communicate with AAC.
AAC Exploration Is Similar to Spoken Language Babbling
Babbling is an important part of spoken language development. Babies experiment with sounds, listen to the results, repeat patterns, and gradually begin connecting sounds with meaning.
AAC users need opportunities to do something similar with their communication systems.
They may:
- Press the same word repeatedly
- Explore different buttons
- Move between pages
- Select words without an obvious communicative purpose
- Repeatedly activate a word to hear it spoken aloud
- Practice finding familiar vocabulary
To an adult, this may appear random.
But to the child, this may be practice.
They are learning:
“Where is that word?”
“What happens when I press this?”
“How do I make my device talk?”
“Can I find that word again?”
These are important steps toward becoming an independent AAC user.
AAC Users Need Opportunities to Practice
A child learning to speak is generally allowed to make sounds without adults immediately stopping them and saying, “No, say a real word.”
We understand that vocal play and babbling are part of the process.
AAC exploration deserves the same respect.
A child may need to press a button many times before they begin to understand its meaning. They may need to repeatedly navigate to a word before they remember where it is located. They may need to hear the word spoken over and over before they connect the symbol, the spoken word, and the meaning behind it.
This is how learning happens.
Exploration Builds Important Skills
When a child explores their AAC device, they may be developing several foundational skills at once.
Motor Skills and Motor Planning
The child is practicing the physical movements required to access their device.
They are learning where buttons are located and how to physically reach them.
Auditory Learning
The device provides auditory feedback by speaking the word aloud.
Repeatedly hearing words can help the child begin to connect the spoken word with the symbol and its meaning.
Vocabulary Development
The child is becoming familiar with the words available to them and learning how vocabulary is organized.
Communication Confidence
Exploration teaches a child that their actions can create a meaningful result.
They press something—and their device speaks.
They communicate—and someone responds.
That connection is powerful.
What Should Adults Do When a Child Is “AAC Babbling”?
The answer is not necessarily to stop them.
Instead, try joining them.
If your child repeatedly selects the word “go,” you might say:
“Go! You said go! Go car! Go outside!”
If your child is exploring different words, you might comment on what they select.
You can also model language on the device yourself. This shows your child how the system can be used for real communication without requiring them to immediately imitate you.
Most importantly, allow your child time to explore.
We do not expect a child to learn spoken language without hearing it, practicing it, and experimenting with it. AAC users also need opportunities to practice their communication system without constant correction or pressure to produce a specific message.
AAC Exploration Is Not “Just Playing”
Sometimes, the best way to support communication is to step back and allow a child to explore.
The repeated button presses.
The random-looking selections.
The page navigation.
The words that seem to come out of nowhere.
These moments may be the beginning of something meaningful.
AAC exploration is practice.
AAC exploration is learning.
AAC exploration is communication development.
And sometimes, what looks like play is actually a child learning how to find their voice. 💙
Need Support? We’re Here to Help.
Every child develops at their own pace, but if you have concerns about your child’s speech, language, feeding, social communication, sensory processing, motor skills, or overall development, you don’t have to navigate those questions alone.
The team at Chatterbox Pediatric Therapy is here to provide compassionate guidance, evidence-based evaluations, and personalized therapy services that help children build confidence and reach their full potential. Whether you’re looking for answers, wondering if your child would benefit from an evaluation, or simply need a trusted professional to talk with, we’re here to help.
Contact Chatterbox Pediatric Therapy today to learn more about our pediatric speech therapy, occupational therapy, physical therapy, and feeding therapy services. Early support can make a meaningful difference, and we’re honored to partner with families every step of the way.
About the Author
Beth Fleming, M.S., CCC-SLP, is a Pediatric Speech-Language Pathologist and the Owner of Chatterbox Pediatric Therapy. With more than 20 years of experience serving children and adolescents with developmental differences and communication challenges, Beth is passionate about helping families better understand their child’s development through practical, evidence-based information.
Throughout her career, Beth has worked with children with a wide range of communication, feeding, learning, sensory, and developmental needs. She believes that empowering parents with trusted knowledge is one of the most important parts of supporting a child’s success.
The articles on the Chatterbox Pediatric Therapy blog are written to educate, encourage, and equip families with reliable information grounded in clinical expertise and real-world experience. While this content is intended for educational purposes and should not replace individualized medical or therapeutic advice, Beth hopes each article helps parents feel more confident in supporting their child’s growth and knowing when to seek professional guidance.
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