The field of interventions developed within the context of Augmentative and Alternative Communication (AAC) that use modelling as a core strategy is a relatively young research area. This area has been developing more intensely in recent years. Despite numerous evidence that the strategy of modelling aided language input is effective for language development, modelling is traditionally connected to modelling gestures, manual signs or speech, but not as a strategy of modelling using graphic symbols, manual signs, communicative boards, books or specialized devices. AAC modelling interventions are focused on encouraging language abilities of children/users of AAC. This paper will argue about the theoretical source of aided language input that presents the type of “receptive language training” with a communicative partner as a key person who speaks and shows the symbols at the same time. The aided language input generates form constructive and social interactionist theories of language development. In its performance, it depicts the way children usually acquire language. The literature review shows that there is numerous evidence on the effectiveness of augmented language input in the field of communication and language development (Dada, Alant, 2009; Drager, 2009; Sennott, Light, Mc Naughton, 2016). This review presents key data about the concept of aided language input, changes in terminology, research findings and clinical recommendations, all with the goal of promoting this concept in the research and clinical field.

modelling, aided language, communicative partner, receptive training, augmentative and alternative communication