Augmentative and Alternative Communication (AAC) has made it possible for many children with autism who struggle with speech to communicate their wants, needs, and interests. There is still much to be learned regarding the most efficient strategies for teaching students to use AAC as a communication tool. Additionally, this training should consider what a student is to do when the communication system is not available (e.g., when an iPad that is used as a communication device loses its charge or is otherwise inoperative). The first two studies in this line of research evaluate (a) what type of stimuli are most effective (e.g., photos, icons, or line drawings), and (b) to what extent preference for a type of communication will impact the use of a back-up strategy when the primary strategy is unavailable.
Interagency Autism Coordinating Committee (IACC)
Autism Research Database (AFD)
