Introducing AAC Outdoors: A Picnic Activity for Every Level

Taking AAC practice outdoors is one of the most natural things you can do for your student. A change of scenery keeps things fresh, and everyday activities like a backyard picnic or a trip to the park create exactly the kind of real-life context where communication can flourish. Just food, fresh air, and language happening in the moment.

Give your student a heads-up that you are adding a new element to the day. A photo, a calendar note, or a simple mention a day or week ahead can go a long way. You know best how your student likes to be prepared.

The approach behind all three levels below is called Aided Language Modeling, an evidence-based strategy where the communication partner (that's you) models language on the AAC device during natural, everyday interactions. Research consistently shows that when students see their device being used in real situations, language development follows. Whether you use Proloquo2Go or another AAC app, the strategy is the same.

The best part? There is no pressure on your student to respond at any level. You are simply showing them what communication looks like.

Before you head outside, you might consider building a simple picnic page on your student's device — a small collection of relevant words and choices that fit the activity. Think food choices, feelings, requests, and descriptors that are likely to come up naturally. Having those words ready and visible can make it easier for your student to find what they want to say in the moment.

Level 1: Pure Modeling

Who this is for: Students who are brand new to AAC, or who need lots of repetition before responding.

Your job: Use the device. Talk and tap. No expectation of a response from your student.

Spread out the blanket. Open the snacks. And just narrate what is happening using simple core vocabulary on the device.

• More. (Tap it when you give them more crackers.)
• Eat. (Tap it when you take a bite yourself.)
• Warm. (Tap it when you feel the sun.)
• Look. (Tap it when you notice something nearby — a bird, a bug, a cloud.)
• Done. (Tap it when you finish a snack.)

Keep it simple. One or two words at a time. You are planting seeds, and they are watching every single tap.

Level 2: Modeling and Choices

Who this is for: Students who have some familiarity with the device and are ready to start using it with a little support.

Your job: Model first, then offer a choice and wait.

Before you pour a drink, tap more and water on the device and say, "More water or more juice?" Hold up both options and wait. If your student points, reaches, looks, or taps — that is a response. Honor it all.

Other choice moments that come naturally at a picnic:

• Blanket or chair? (Where do you want to sit?)
• Apple or crackers? (What snack do you want?)
• Stay or go? (Are you ready to go inside?)

Model the words on the device as you offer each choice. You are not just asking them to pick — you are showing them that the device is how we ask and answer.

Level 3: Asking Questions and Waiting

Who this is for: Students who are actively using the device and are ready to be prompted toward more independent communication.

Your job: Ask a question, give your student a moment to find their answer, and wait. A full 5 to 10 seconds. Longer than feels comfortable. That pause is doing important work.

For students who are more proficient with their device, skip the dedicated page and encourage them to navigate to what they need on their own. Model the route if necessary, but let them find it. The goal over time is for students to move through their device independently rather than relying on a single activity-specific page.

Research in AAC supports extended wait time as one of the most effective strategies for encouraging spontaneous communication. When we rush to fill the silence, we take away the opportunity.

Try it at the picnic:

• "What do you want?" (Have the picnic page open or model navigating to food choices, then wait.)
• "Are you done?" (Point to the device, then wait.)
• "How does that taste?" (Have descriptor words visible or model finding them, then wait.)

If your student responds, celebrate it. If they do not, model the answer yourself and move on. No pressure, no correction. Just another opportunity.

Keep It Low-Key

A picnic is supposed to be enjoyable. If the device becomes a source of stress, put it away and try again another day. The goal is to build a positive association between the AAC device and real life, and some days that just means bringing it along and letting it sit on the blanket. And always remember — if your student responds verbally, that is full communication and they do not need to repeat it using the device.

Outside is a great place to learn. Bring the device and see what happens.

REFERENCES

1. Systematic review of AAC modeling interventions showing gains in communication, vocabulary, and language development (Research and Practice for Persons with Severe Disabilities, Sennott, Light, & McNaughton).

2. Scoping review of aided AAC modeling studies for individuals with emergent communication (Current Developmental Disorders Reports, Springer). 

3. Overview of aided modeling interventions for autistic children who use AAC, including naturalistic implementation (Perspectives on Augmentative and Alternative Communication, ASHA).

4. Research on naturalistic AAC instruction and the benefits of teaching communication in real-life settings (Journal of Learning Disabilities, Ganz & Hong).