This theoretical assumption of language dialogues with the medical model found in the different health services, which has its recognized importance when it values the observable clinical ndings and objectives, the complaint, the diagnosis, the pathology, the application of techniques, and the specic treatment, regardless of what the subject brings. To think of alternative communication in this conception is to consider a work marked by skill training, improvement of the use of the resource to guarantee greater communicative effectiveness, and development of teaching– learning strategies. This may be a path, but not the only one, as there are other aspects of the work that are inscribed in the dimensions of language functioning, such as each patient’s mode of meaning (which depends on their life history), strate­gies to deal with situations of communication, discursive construction, and produc­tion of meaning (which is not subject to training, since it happens in the act and changes with each enunciation process) [39], as well as psychosocial and environ­mental factors, motivation, and social roles that determine the use of language and are fundamental in human interaction [40]. The relational model articulates these conceptions, so it proposes that the speech–language pathologist clarify the most objective questions of an organic nature, and at the same time contextualize these ndings with knowledge about the interactional history of the patient [41]. From this point of view, it is not enough to collect the information by itself or to apply a certain therapeutic technique; it is also necessary to listen to the data given by the professional, whether verbal or nonverbal, and the articulation that can be estab­lished between them, aiming at not only the disease but also the subject who mani­fests the symptoms reported. In this model, listening to all of those involved in the process is fundamental, be they family members, caregiver(s), and/or the interdisci­plinary team itself.

For AAC to succeed, sophisticated tools are not required. In addition to the nec­essary training for professionals and family members who accompany the patient in the hospital, at home, or in other places and contexts, the most important thing is to favor the patient with an “easier” form of communication, considering a simple resource for independent use by the user. More elaborate technology or techniques are indicated only for patients with learning ease.