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Systematic Review of Variables Related to Instruction in Augmentative and Alternative Communication Implementation:
Joe Reichle1, James E Pustejovsky2, Kimberly J Vannest3
1Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis.
American Journal of Speech-Language Pathology
|May 26, 2023
Summary
This review found that demographic data and communication modes are underreported in studies of augmentative and alternative communication (AAC) for autism spectrum disorder (ASD) and intellectual/developmental disabilities. Single-case designs offer more insights into communication diversity and behavioral approaches.
Area of Science:
- Augmentative and Alternative Communication (AAC)
- Autism Spectrum Disorder (ASD)
- Intellectual/Developmental Disabilities
- Complex Communication Needs (CCNs)
Background:
- Systematic review of group and single-case experimental designs (SCEDs) on AAC interventions for school-aged individuals with ASD and/or intellectual/developmental disabilities.
- Focus on participant characteristics and intervention features in relation to complex communication needs (CCNs).
Approach:
- Descriptive statistics and effect sizes were used to analyze findings from group and SCED studies.
- Comparison of participant demographics, communication modes, pivotal skills, and instructional strategies between study designs.
Key Points:
- Participant features like race, ethnicity, and home language are underreported in both SCED and group studies.
- Participants in SCED studies more frequently used multiple communication modes compared to those in group studies.
- Instructional strategies varied, with group studies favoring clinical settings and SCEDs aligning more with behavioral approaches.
Conclusions:
- Future research should prioritize detailed reporting of participant characteristics and treatment intensity.
- Implications for clinical practice and the need for standardized reporting in AAC intervention research are discussed.
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