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Evidence-Based Communication Assessment & Intervention, 12(4), 132–134. Augmentative and alternative communication interventions are effective for adolescents and adults with autism spectrum disorder, but more work is needed. The Journal of Special Education, 19, 7–39. Language intervention with the severely handicapped: A decade of research. The picture exchange communication system. Evidence-Based Communication Assessment & Intervention, 10(2), 108–114. Comparing multiple communication modalities yields mixed results indicating that a broad focus may lead to narrow recommendations. Research in Autism Spectrum Disorders, 7(3), 480–493. Comparative efficacy of the picture exchange communication system (PECS) versus a speech-generating device: Effects on requesting skills. C., Wendt, O., Subramanian, A., & Hsu, N. Augmentative and alternative communication: Supporting children & adults with complex communication needs (4th ed.). Augmentative & alternative communication: Supporting children and adults with complex communication needs.īeukelman, D. Association for the Advancement of Rehabilitation Technology.īeukelman, D. Coston (Ed.), Proceedings of the national planners’ conference on assistive device service delivery (pp. Communication options of persons who cannot speak: Assessment and evaluation. The Analysis of Verbal Behavior, 29(1), 59–69. Comparing acquisition of exchange-based and signed mands with children with autism. Evidence-Based Communication Assessment & Intervention, 12(3), 81–84. The results of this systematic review on AAC with adolescents and adults with autism spectrum disorder has promising implications, despite there being a limited number of studies. Journal of Applied Behavior Analysis, 1, 91–97. Some current dimensions of applied behavior analysis.

Education & Training in Autism & Developmental Disabilities, 55(2), 119–141.īaer, D. Studies comparing augmentative and alternative communication systems (AAC) applications for individuals with autism spectrum disorder: A systematic review and meta-analysis. Retrieved Janufrom Īydin, O., & Diken, I. ASHA, 31(3), 107–110.Īssociation for Science in Autism Treatment. Competencies for speech-language pathologists providing services in augmentative communication. Īmerican Speech-Language-Hearing Association. Roles and responsibilities of speech-language pathologists with respect to augmentative and alternative communication: Position statement. Īmerican Speech Language Hearing Association.

Lost boardmaker cd manual#

Diagnostic and statistical manual of mental disorders (5th ed.). Review Journal of Autism and Developmental Disorders, 1, 179–191.Īmerican Psychiatric Association. Use of iPad/iPods with individuals with autism and other developmental disabilities: A meta-analysis of communication interventions. Brookes.Īlzrayer, N., Banda, D., & Koul, R. Albin (Eds.), Families and positive behavior support: Including people with difficult behavior in the community (pp. Collaborative research with families on positive behavior support. SIG 12 Perspectives on Augmentative and Alternative Communication, 23, 104–111.Īlbin, R. Decision making in mobile technology: Points to ponder. Specifically, we will (a) define and compare the most current and commonly utilized AAC interventions, (b) discuss various assessment methods, selection processes, and clinical considerations for delivering AAC-based interventions to learners with ASD, with a focus on unique client characteristics, and other relevant considerations, (c) delineate behavior-analytic intervention approaches commonly used to teach communication skills via AAC, (d) describe the incorporation of AAC within behavior-analytic interventions, (f) discuss evidence-based practices (EBP) in relation to the AAC literature, and (g) propose future directions of research and application of AAC systems within the context of applied behavior analysis (ABA). In addition, we wish to emphasize the complexities of AAC interventions and the need for behavior analysts to collaborate effectively with those who have specific expertise in the area of AAC (i.e., speech and language pathologists). The topic of AAC is extensive in nature therefore, the purpose of this chapter is to provide a brief overview to assist behavior analysts and other practitioners in conceptualizing research-derived AAC practices such that they are better able to select appropriate AAC interventions and/or systems for individual clients. Incorporating AAC practices within the context of behavior-analytic interventions has assisted in popularizing these methods and served as the primary catalyst for their overall efficacy. Over the last 70 years, there has been increasing acceptance and empirical support for augmentative and alternative communication (AAC), particularly for those with autism spectrum disorder (ASD).