Identifying Factors That Predict, Moderate and Mediate Alternative and Augmentative Communication (AAC) Outcomes for Preschool Children with Autism

Background: Clinicians must consider numerous factors when prescribing Augmentative and Alternative Communication (AAC) for children with autism, including the children’s individual learning profiles, families’ preferences, and resource constraints. Furthermore, when considering the research evidence, documented variability in AAC intervention outcomes in research makes it hard for clinicians to select the intervention most likely to be effective for a given individual. The aim of this study was to identify child-related factors associated with AAC intervention outcomes for children with autism through a systematic review of the research literature.

Objectives: N/A

Methods: A systematic search was completed of peer-reviewed research articles presenting studies in which AAC intervention outcomes, and factors associated with these, were reported for children with autism and/or developmental disability. The following data were extracted: (a) participants, (b) AAC intervention/s, (c) communication outcomes, (d) baseline child characteristics, and (f) social environmental factors.

Results: The search yielded 965 titles and abstracts, of which seven articles relating to 7 studies met criteria for inclusion. Child characteristics associated with communication outcomes were pre-intervention cognition, autism severity, communication competence, verbal imitation, vocabulary comprehension, object use, joint attention, and language use.

Conclusions:  The findings point to the need for further research to better understand the nature of the association between these factors and outcomes, as well as the potential for these factors to assist in matching children with interventions most likely to meet their individual needs.