The effects of unaided augmentative and alternative communication interventions on communication in children with autism spectrum disorders : a scoping review

Abstract

Background: There is growing evidence regarding the benefits of Augmentative and Alternative Communication (AAC) systems in facilitating communication development in children with autism spectrum disorders (ASDs). Various reviews have been conducted on the effectiveness of AAC intervention for children with developmental disabilities and specifically ASD. However, previous reviews were limited in terms of reporting on the effect of unaided AAC interventions on the communication of children with ASD. Methods: The primary aim of this scoping review was to describe the evidence regarding the effects of unaided AAC interventions on communication in children with ASD. The review included a quality appraisal of the studies and a description of the effects of unaided AAC interventions. Results: Sixty-two studies were included in this scoping review. The studies were described in terms of three groups of effects: (i) the effect of unaided AAC interventions on expressive language, (ii) the effect of unaided AAC interventions on receptive language, and (iii) the effect of unaided AAC interventions on social communication. Furthermore, the studies were described in terms of number of publications, study designs, participant characteristics, unaided AAC interventions, intervention outcomes, and quality appraisal. Conclusions: Unaided AAC interventions offer meaningful improvements in expressive language, receptive language, and social communication skills for children with ASD. This scoping review provides valuable preliminary evidence and suggests promising results about the support of unaided AAC interventions towards the communication skills of children with ASD.