Imagine learning to type on a keyboard.
You practice until your fingers begin to remember where the letters are. Eventually, you no longer need to consciously search for every key. Your fingers begin to move automatically.
Now imagine someone rearranging the keyboard every few days.
The letters are still there. You still technically have access to the same vocabulary.
But suddenly, you have to search all over again.
You have to think about where each letter is located instead of thinking about what you want to say.
This is similar to what can happen when the layout of an AAC device is frequently changed.
For many AAC users, the location of a word is not simply a visual detail.
The location of a word can become part of how the word is learned.
What Is Motor Planning?
Motor planning is the ability to learn and remember the movements needed to complete a task.
When an AAC user repeatedly accesses a word from the same location, they begin developing a motor pattern.
Over time, the movement can become more automatic.
The user may no longer need to visually search for the word.
They may simply know where to go.
This is similar to:
- Typing a familiar password
- Playing a familiar song on the piano
- Finding a frequently used key on a keyboard
- Reaching for a light switch in a familiar room
The more consistent the location, the more automatic the movement can become.
Why Consistent Button Locations Matter
When vocabulary stays in the same location, the AAC user can develop a physical map of their communication system.
They learn:
“This is where I find ‘go.’”
“This is where I find ‘more.’”
“This is where I find ‘want.’”
“This is how I get to the words I need.”
Over time, the user may be able to access words quickly without stopping to visually search for them.
This is particularly important for individuals who may already experience significant cognitive, visual, motor, or processing demands while communicating.
When the location of vocabulary is consistent, the person can spend less mental energy figuring out where a word is and more mental energy thinking about what they want to say.
Moving a Button Can Mean Starting Over
One of the most common misconceptions about AAC is that moving a word to a “better” location is harmless.
The word is still on the device, right?
But for an AAC user who has been learning that word through motor planning, moving it may mean disrupting an established motor pattern.
The user may know exactly where the word used to be.
They may reach to that location automatically—and suddenly the word is gone.
The user must now:
- Search for the word.
- Find its new location.
- Learn the new motor pattern.
- Repeat the process until the new location becomes automatic.
For some users, this can significantly slow communication and increase frustration.
The more often a layout changes, the more difficult it can become to develop automaticity.
But What About Adding New Vocabulary?
AAC systems should absolutely grow and evolve with the user.
Children should not be limited to a small set of words simply because those are the only words they have used before.
The goal is to add vocabulary—not to constantly rearrange the vocabulary that the person is already learning.
A well-designed AAC system can expand while preserving important motor patterns.
Existing vocabulary should remain in consistent locations whenever possible.
New words can be added in a way that supports growth without unnecessarily disrupting established pathways.
The goal is not to keep a communication system frozen forever.
The goal is to expand language while preserving access and motor learning.
AAC Is Not a Picture Board
Another important distinction is the difference between using AAC as a simple picture-choice system and supporting the development of a robust language system.
A person who uses AAC should not have to relearn the location of their words every time an adult decides that the device needs to look different.
Communication is not simply about selecting a picture.
AAC is language.
And language needs to be available consistently and efficiently.
For many AAC users, the ability to quickly access vocabulary is essential to communicating thoughts, needs, opinions, jokes, questions, protests, stories, and everything else that makes communication meaningful.
A Team Approach Is Essential
AAC decisions should be made collaboratively.
Families, speech-language pathologists, educators, caregivers, and other professionals may all have valuable information about how an individual communicates.
However, changes to a person’s primary communication system should be made thoughtfully and with an understanding of:
- Motor planning
- Language development
- Access needs
- The individual’s communication goals
- The existing vocabulary system
- The impact of changes on independent communication
Before changing an AAC system, it is important to ask:
Will this change make communication more accessible—or will it make the person relearn something they already know?
Is this change based on the individual’s communication needs—or on an adult’s preference for how the device should look?
Will this change support long-term independence?
These questions matter.
The Bottom Line
AAC users need access to a stable, reliable communication system.
They need the opportunity to explore.
They need to practice.
They need to make mistakes.
They need to develop motor patterns.
And they need their communication system to be available consistently enough for those patterns to become automatic.
When we repeatedly change where words are located, we may unintentionally make communication harder.
When we preserve motor patterns and provide opportunities for exploration, we give AAC users the opportunity to build speed, confidence, independence, and language.
The goal of AAC is not simply to help someone select a picture.
The goal is to give someone a reliable voice.
And a reliable voice needs to be available when—and where—the person expects to find it. 💙
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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