A key element in the process of implementing an augmentative or alternative communication (AAC) system for a child with a severe communication impairment involves using a family-centered approach. Children communicate in a variety of settings such as in school, with peers, in the community, and most importantly with their families. Therefore, input from the family is crucial when developing an augmentative system. Children need the consistency of using a system that is functional across many settings including the home and school. Family members are the experts in knowing what a child needs to communicate at home, what vocabulary is appropriate, and what system characteristics would work best with their family including portability and level of technology.

Creating a partnership with the child’s family is the foundation of the family-centered approach. Andrews and Andrews (1986) described the need that service providers have to share an understanding of the communication problem with the family and learn about the family’s perspective. Family members should be acknowledged as experts since they know the child better than anyone. Observing the child in the context of the home environment allows service providers to gain a different understanding of the communication problem.

As stated by Capone, Ross-Allen, DiVenere, and Abernathy, a family-centered service provider recognizes, respects, and supports the key roles family members have in their child’s life. Opportunities need to be made for families to express their concerns, priorities, and feelings on a consistent basis. Family members should be included in all decision making and planning activities at a level at which they are comfortable. Intervention can be provided at a time that limits disruption to the family schedule and fosters family participation. Service providers can encourage families to utilize resources that are available to support families.

Respect of a family’s culture and beliefs is extremely important in forming a family-centered partnership. Sue and Sue (1990) described their definition of culture: "Culture consists of all things that people have learned to do, believe, value, and enjoy in their history. It is the totality of ideals, beliefs, skills, tools, customs, and institutions into which each member of society is born." Blackstone (1993) described several guidelines for delivering AAC services to linguistically and culturally diverse children and their families. The first guideline is to accommodate the primary language of the family by using a trained interpreter from the same cultural background if possible. The service provider needs to identify how the family perceives the child’s communication impairment and how they view your role as a service provider. Vocabulary selection should be based on the family’s dialectal vocabulary and customary way of interacting. If picture symbols are used, they should be labeled in the family’s primary and secondary languages. It is important to keep in mind that verbal and nonverbal rules for a language vary from culture to culture. Learning more about the culture of a family is important in providing quality intervention.

Using a family-centered approach when developing an augmentative communication system allows for open communication between the service provider and the family, and facilitates the development of shared goals. This type of service delivery model empowers the family to be advocates for their child and allows them to be active participants in the process of developing an augmentative communication system.

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