Background: There is growing evidence regarding the benefits of Augmentative and Alternative Communication (AAC) in facilitating communication development in children diagnosed with autism spectrum disorder (ASD). Various reviews have been conducted on the effectiveness of AAC intervention for children with developmental disabilities and specifically ASD. However, previous reviews were limited in terms of reporting on the effects of unaided AAC interventions on communication of children with ASD.
Aim: The primary aim of this scoping review was to describe and synthesize the evidence regarding the effects of unaided AAC interventions on expressive language, receptive language, and social communication in children with ASD. A secondary aim was to identify gaps and trends in existing literature.
Methods: A 6-step scoping review methodology was used to identify and analyse studies. Searches were conducted across seven databases using pre-defined eligibility criteria. Sixty-two studies met the inclusion criteria and were analysed in terms of study design, participant characteristics, intervention details, outcomes, and study quality. Both single-case and group designs were included. The review included a quality appraisal of the studies to evaluate them for methodological rigour.
Results: A total of N=62 studies were included in this scoping review. of which only 23% provided conclusive evidence. However, most of the studies showed highly effective outcomes.
Conclusions: Unaided AAC interventions offer meaningful improvements in expressive language, receptive language, and social communication skills for children with ASD. This scoping review provides valuable preliminary evidence and suggests promising results about the support of unaided AAC interventions towards the communication skills of children with ASD.
References
Beukelman, D. R., & Light, J. (2020). Augmentative and alternative communication: Supporting children and adults with complex communication needs (5th ed.).
Schlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology, 17(3), 212–230.
White, E. N., Ayres, K. M., Snyder, S. K., Cagliani, R. R., & Ledford, J. R. (2021). Augmentative and Alternative Communication and speech production for individuals with ASD: A systematic review. Journal of Autism and Developmental Disorders, 51(11), 4199–4212. https://doi.org/10.1007/s10803-021-04868-2
Ganz, J. B., Hong, E. R., et al. (2022). AAC interventions for school-aged individuals with ASD and ID: A systematic review and meta-analysis. Remedial and Special Education, 43(4), 195–210.
Dada, S., Flores, C., Bastable, K., & Schlosser, R. W. (2021). The effects of augmentative and alternative communication interventions on the receptive language skills of children with developmental disabilities: A scoping review. International Journal of Speech-Language Pathology,23(3), 247–257. https://doi.org/10.1080/17549507.2020.1797165
Accessible summary
* This review aimed to explore how unaided AAC interventions effect communication in children with ASD.
* Sixty-two studies were included in the review. The researchers looked at the quality of the studies as well as what was found about unaided AAC interventions and communication in children with ASD.
* The studies showed that unaided AAC intervention improved expressive language, receptive language and social communication, in children with ASD.
* Unaided AAC interventions, like gestures and signs, are effective in helping children with ASD improve their language and social skills.
