AAC Interventions for Individuals with Autism Spectrum Disorders: State of the Science and Future Research Directions

Abstract

Augmentative and alternative communication (AAC) provides a means of effective communication to individuals with autism spectrum disorder (ASD), many of whom are unable to use conventional speech effectively. The purposes of this article are (a) to summarize and synthesize the last few decades of research on the use of AAC with people with ASD; (b) to indicate implications of this research for stakeholders such as people with ASD, their family members, and educators with whom they work; and (c) to outline priorities for future research to improve communication and other outcomes for individuals with ASD and their loved ones. People with ASD stand to greatly benefit from AAC, particularly with current AAC technologies, as described in this article.

Identification, Evaluation, and Management of Children With Autism Spectrum Disorder

“…It cannot be assumed that the use of AAC alone will lead to functional oral communication without a therapeutic plan. 368 Current scientific evidence does not support the use of facilitated communication in which a nonverbal individual is guided to communicate. 369,370 This differs from AAC, in which the individual is taught to communicate independently.…”

Alternativas de tratamiento en los trastornos del espectro autista: una revisión bibliográfica entre 2000 y 2016

“…Intervenciones basadas en terapias Dentro de este conjunto de estrategias encontramos las intervenciones basadas en la comunicación, las intervenciones basadas en la familia y las terapias combinadas: -Los sistemas alternativos y/o aumentativos de la comunicación, también conocidos como SAAC (Ganz, 2014), constituyen herramientas de interacción distintas al lenguaje oral cuya finalidad es aumentar y/o compensar los problemas de comunicación que presentan muchos niños con TEA. Uno de los principales métodos que se engloban dentro de esta categoría es conocido como Picture Exchange Communication System (PECS), un sistema de comunicación por intercambio de imágenes, en castellano (Bondy & Frost, 1994).…”

Teaching Intraverbal Fill-Ins to a Child with Autism Spectrum Disorder Using a Speech-Generating Device and Systematic Instruction

“…Given that approximately 25 to 30% of this population have impaired vocal communication repertoires (Klinger et al 2002;Wodka et al 2013), teaching the use of an augmentative and communicative system (AAC) such as manual sign language, picture exchange, or speech-generating devices (SGDs) may be beneficial to establish verbal behavior repertoires (Beukelman and Mirenda 2005;Ganz 2015). AAC systems can be categorized into two groups: unaided systems (e.g., gestures or manual sign) which do not require external equipment and as aided systems (e.g., SGDs, picture symbols, or written communication) which require the use of external equipment or a device (Beukelman and Mirenda 2005;Sigafoos et al 2007).…”

“…The majority of studies investigating procedures for teaching individuals with ASD to use SGDs have focused on basic mands (Alzrayer et al 2014;Ganz 2015). In a review of AAC interventions by Ganz (2015), which focused on the state of the science, one area of future research directions identified was the need to conduct research on other types of communication skills, such as socially motivated communication skills.…”

“…In a review of AAC interventions by Ganz (2015), which focused on the state of the science, one area of future research directions identified was the need to conduct research on other types of communication skills, such as socially motivated communication skills. The need for targeted interventions across other verbal operants was also discussed in a review by Alzrayer et al (2014).…”