Affective resistance in augmentative and alternative communication: a reflexive case study in autism

Objectives This study examines how affective resistance to Augmentative and Alternative Communication (AAC) technologies emerges in parent-child interaction, and how affective communication and play influence communication engagement.Methods Using a reflexive case study design, the research draws on naturalistic observation, diary entries, and autoethnographic reflection by the first author, based on lived experience with her nonspeaking autistic child. The analysis is informed by practical interaction with AAC systems, including speech-generating devices and symbol-based applications, within the Croatian public education context.Results Findings reveal a relational misalignment between standardized AAC practices and children’s emotional-cognitive needs, leading to affective resistance. While AAC offers expressive potential, institutional rigidity, lack of cultural adaptation, and the marginalization of parental knowledge often hinder its success. Emotionally safe, play-based interaction proved more effective in supporting vocalization than structured AAC standardized approaches.Conclusions The study advocates for a paradigm shift in AAC implementation – from tool-centered compliance to relational, child-centered engagement – and contributes to AAC discourse by integrating embodied caregiver experience with communication theory.