"Learning to effectively communicate via an augmentative communication display or device can be challenging for any student who is nonverbal, minimally verbal, or a struggling but emerging verbal communicator. It can be an especially difficult task if the student has an autism spectrum disorder (ASD). These students usually lack role models who use an augmentative means of communication (AAC). In addition, adult caretakers may not always understand the complex demands and limitations of using AAC. This article will explore, primarily by example and description, selective aspects of one language intervention strategy called Aided Language, and one aspect of the adult role in an AAC intervention program."