Augmentative and Alternative Communication
Augmentative and Alternative Communication (AAC) systems are designed to support individuals with Autism Spectrum Disorder (ASD) who have difficulties with expressive and/or receptive communication1. AAC systems provide alternative means of communication, enabling individuals with ASD to express their wants, needs, thoughts, and ideas. There are various types of AAC systems available, and the selection will depend on the individual’s abilities, preferences, and communication goals. Some commonly used AAC systems for individuals with ASD include:
- Picture Exchange Communication System (PECS): PECS is a visual-based AAC system that uses pictures or symbols to support communication. Individuals are taught to exchange pictures/symbols with a communication partner to make requests, comment, or engage in social interactions2,3.
- Communication Boards or Books: Communication boards or books consist of a set of pictures, symbols, or words organised in a grid format. Users can point to or select the appropriate symbol or word to communicate their message.
- Sign Language: Sign language systems such as Lámh can be used as an AAC system for individuals with ASD who have the motor skills and cognitive abilities to learn and use signs.
- Voice Output Communication Aids (VOCAs): VOCAs are electronic devices that produce speech output when activated. These devices can range from simple, single-message devices to more complex systems with multiple symbols or words.
AAC systems can be used to enhance overall communication abilities. The selection of an AAC system should be based on the individual’s specific needs, developmental level and abilities. It is important to work with an appropriately qualified professional (e.g., a Speech & Language Therapist) who can assess the individual’s communication skills and provide appropriate recommendations and training.
AAC systems for individuals with ASD are not meant to replace spoken language, but rather provide an alternative channel for communication. These systems can support individuals with ASD who have language and communication delay/difficulties to express themselves more effectively, and help them participate more fully across various environments.
References
- Ganz, J. B. (2015). AAC interventions for individuals with Autism Spectrum Disorders: State of the science and future research directions. Augmentative and Alternative Communication, 31(3), 203-214. doi: 10.3109/07434618.2015.1047532
- Frost, L. & Bondy, A. (2002). The picture exchange communication system training manual (2nd ed.). Pyramid Educational Products: Newark.
- Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.
