Autism Therapy: aided augmentative and alternative communication (aided AAC)

This article gives an overview of the research on different forms of augmentative and alternative communication (AAC) and technological advances that can help children with autism communicate more clearly.

The author begins by explaining that she is reviewing research on aided AAC systems, as opposed to unaided AAC systems. Aided AAC systems are any kind of communication techniques that require objects beyond the user's body; for instance, the picture-exchange communication system (PECS) requires cards with pictures on them. Unaided AAC systems are techniques that only require the user's body. An example of unaided AAC is sign language. The author states that the two goals of AAC interventions are to help someone become better at both: 1) being understood by others; and 2) better understanding of others. Several approaches have been used to meet these goals. Among the most well-supported interventions are: use of a visual schedule, system for augmenting language (SAL), PECS, and functional communication training (FCT). Each of these approaches is described, and the research supporting each is outlined. The author also explains how assistive technology can help children with autism, including voice output communication aids (VOCA) and computer-assisted instruction.