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autism (ASD)

a congenital condition that affects people in a spectrum of ways (autism spectrum disorder - ASD), characterised by an inability to understand how to interact socially: see also Asperger syndrome

A systematic review of research into aided AAC to increase social-communication functions in children with autism spectrum disorder (summary)

 
A
review
 
of
research
 
into
 
aided
AAC
 
to
increase
social-communication
 
functions
 
in
children
 
with
autism
 
spectrum
 
disorder

Background

Up to a quarter of children with autism spectrum disorder (ASD) do not develop functional speech. Many of them rely on augmentative and alternative communication (AAC) systems.

While there is some evidence supporting the use of AAC with children with ASD it is still unclear how much its use has been taught to develop social communication and whether interventions effect sustained and meaningful change.

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A systematic review of research into aided AAC to increase social-communication functions in children with autism spectrum disorder (short summary)

 
A
review
 
of
research
 
into
 
aided
AAC
 
to
increase
social-communication
 
functions
 
in
children
 
with
autism
 
spectrum
 
disorder

Up to a quarter of children with autism spectrum disorder (ASD) do not develop functional speech. Many of them rely on augmentative and alternative communication (AAC) systems.

While there is some evidence supporting the use of AAC with children with ASD it is still unclear how much its use has been taught to develop social communication and whether interventions effect sustained and meaningful change.

Tags: 
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Acquisition, Preference and Follow-up Comparison Across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder (summary)

Use
 
of
Three
 
Types
 
of
AAC
 
by
Children
 
with
Autism

Background

Many people diagnosed with autism spectrum disorder (ASD) fail to develop enough speech to meet their everyday communication needs. Augmentative and alternative communication (AAC) has been used successfully with some of this population. Possible AAC strategies for children with ASD include the use of manual signing, picture exchange and speech generating devices (SGDs). This leads to the question of which of these systems should be taught to any individual.

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Acquisition, Preference and Follow-up Comparison Across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder (short summary)

Use
 
of
Three
 
Types
 
of
AAC
 
by
Children
 
with
Autism

In this study, related to McLay et al 2015, the authors investigated whether two boys with autism spectrum disorder (ASD) could be taught to request continuation of toy play using ‘more’ using three different augmentative and alternative communication systems; signing, picture exchange and a speech generating device (SGD), whether this learning would be maintained over time and whether they would show a preference for any of the AAC systems over the others.

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Augmentative and alternative communication for children with autism spectrum disorder: An evidence-based evaluation of the Language Acquisition through Motor Planning (LAMP) programme (summary)

AAC
 
for
Children
with
Autism:
Evaluation
 
of
 
the
 
LAMP
 
Approach

Background

 It is estimated that up to 50% of people with autism spectrum disorder (ASD) do not use functional speech and there is evidence to suggest that augmentative and alternative communication (AAC) can improve the quality of life for non-verbal children with ASD by supporting them to increase their communication. There are many different forms of AAC available including high-tech systems that can be used to generate speech and allow for spontaneous expression.

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Augmentative and alternative communication for children with autism spectrum disorder: An evidence-based evaluation of the Language Acquisition through Motor Planning (LAMP) programme (short summary)

AAC
 
for
children
 
with
Autism:
Evaluation
 
of
 
the
 
LAMP
 
approach

The Language Acquisition through Motor Planning (LAMP) approach to teaching language using a voice output communication aid (VOCA) was used over a five week period with eight children, aged between 4 and 12, who had ASD. Parents and teachers were also trained to use the LAMP approach. The study aimed to test whether augmentative and alternative communication (AAC) systems can improve the functional communication of children with ASD in their daily lives.

The researchers used the LAMP approach in addressing 4 aims:

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