Article 2 Review

Article 2 Review

Nora Hynes

CSD 498

Mrs. McManus

02/03/2023
Article 2 Review

The article "A Systematic Review of the Use of Aided Augmentative and Alternative
Communication to Increase Social Communication in Children with Autism Spectrum Disorder"
was published in the Journal of Communication Disorders in 2016. The purpose of this article
was to evaluate the effectiveness of an aided AAC system To help increase communication with
children with Autism spectrum disorder (ASD) .
The authors organized a systematic review of the literature. They looked through various
databases and reviewed 25 studies that met their criteria. Their studies incorporated numerous
AAC interventions such as picture exchange communication systems (PECS), speech-generating
devices (SGDs), and electronic communication boards.Alongside this, the authors evaluated a
diverse outcome measure. These included the measures of communication skills and the
engagement in social settings.
These systematic reviews concluded that aided AAC interventions were positively
effective towards increasing a child’s social communication skills. Aided AAC also helped with
improving basic communication skills and a child’s engagement in social settings. Specifically,
PECS and SGDs were the two to be found the most effective to help increase social
communication skills.
Even though there were positive outcomes, the authors found there to be limitations. The
studies didn’t have a large sample size. This limited the results to a small group, and not a larger
population with children who have autism. There was also a lack of measures taken to assess the
outcomes of aided AAC interventions, again, making it slightly difficult to compare results to a
larger sample size However, despite these limitations, the authors found that the evidence that
supports the use of AAC intervention, feel that further research should be conducted to better
understand the impact of the devices and the best way to practice using them in the clinical
setting.
It was noted that one of the challenges when using aided AAC interventions is the
variability in the severity and characteristics of autism. There are some children who may be on
the lower spectrum - having limited speech to being non verbal, and lower social skills, while
others are on the higher spectrum - having the ability to speak with no issues, and have no issues
in social skills. Having these differences can and will impact the potential that the aided AAC
interventions have. It’s also noted it’s important to carefully assess the child’s needs and abilities
prior to selecting and that it is important to carefully assess the needs and abilities of each child
before selecting and carrying out with the system.
Another challenge that was noted, was when it came to implementing aided AAC
interventions, there is a need for intense and thorough training in order to help support the child,
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family, and educators. These systems require a lot of time and understanding in order to learn
how to use them effectively. In order for AAC intervention to be successful, there needs to be
adequate training.
In addition to the training training and support, there also needs to be continuous support
to help ensure the effectiveness. Some support can include regular assessments of the child’s
communication skills, updating and adding any modifications to the system when needed, and
allowing there to be additional training and support when it’s best needed.
There also needs to be consideration to the child’s age, cognitive, and language skills, and
the accessibility to the system. For children who are younger or may have limited cognitive and
language skills, they may have a better success rate with picture-based AAC, while the older
children who are more cognitively and language developed, may benefit more with the complex
AAC like the SGDs.
As a future speech-language pathologist, who’s almost fluent in American Sign
Language, and someone who for the past decade has worked with children who have autism,
down syndrome, cerebral palsy, or any other disability which can affect a child's speech and
social communication skills.
I think that there’s both positives and negatives to AAC interventions. We want to see
children to overcome any obstacles when it comes to their speech, language, and social skills. I
think allowing children to use sign language, communication boards, Picture Exchange
Communication Systems, and speech generating devices is a great way to help them learn how to
use their expressive and receptive language. I think it helps them get their thoughts and feelings
across without the others being confused about what’s trying to be said. I think it allows them
to feel included with their family and mainstream peers.
However, I do think that if we solely depend on this system, it may stop a child from
wanting to learn to speak. I feel that it may limit the child, if they have the ability to speak in
small parts. Also, not every family can access the materials they would need in order to help
their child. I believe that there needs to be a healthy balance between using AAC intervention
and using verbal expressive and receptive language with children who have autism.
I also think about the time it takes to learn about the systems. You have to learn American
Sign Language in order to communicate, you have to learn how to set up a speech generating
device; from knowing how to turn it on, how to record your voice, and teaching the child how to
use it as well. With picture exchanging, you have to take the time to print photos, laminate them,
and place them on the sheet, while also having enough photos to change them out with new
pictures. It all takes time, preparation, and training.
In conclusion, the systematic review established that aided AAC can be effective with a
child’s social communication skills. However, there needs to be more conducting research to
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fully understand the impacts it has on the child, and to figure out the best practices for using it.
Recommendations were also noted by the authors to test larger sample sizes to help gain a better
understanding of how it can impact all types of children.
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References

Logan, Kristy, et al. “A Systematic Review of Research into Aided AAC to Increase
Social-Communication Functions in Children with Autism Spectrum Disorder.”
Augmentative and Alternative Communication, vol. 33, no. 1, 2016, pp. 51–64.,
https://doi.org/10.1080/07434618.2016.1267795.