Augmentative and Alternative Communication Supports for Language and Literacy in Preschool: Considerations for Down Syndrome and Autism Spectrum Disorder

Abstract

Children with Down syndrome and children with autism spectrum disorder have a range of speech abilities during preschool that impacts access to both language and literacy instruction. It is the responsibility of the speech-language pathologist to advocate for and provide intervention using augmentative and alternative communication (AAC) through individualized assessment. This article provides a review of the literature supporting the use of AAC during preschool for both language and literacy development in children with Down syndrome and children with autism spectrum disorder who have limited speech. A small scale exploratory report is discussed to highlight differences in early literacy skills found in children in each group. Implications for AAC intervention during preschool to support both language and literacy are discussed.

Parent-implemented augmented communication intervention and young children with Down syndrome: an exploratory report

“…In a case study, Iacono and Duncum (1995) found that the use of speech output AAC technology paired with manual signs was more effective than manual signs alone for eliciting single-word productions as well as two- and three-word combinations. In recent years, SGDs have been increasingly used with children with developmental disabilities to support communication development during early intervention and preschool ( Romski et al, 2015 ; Barton-Hulsey et al, 2021 ). The outcomes of this work suggest positive gains in receptive and expressive communication for children with developmental disabilities.…”