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dc.contributor.authorIacono, Teresa
dc.contributor.authorTrembath, David
dc.contributor.authorErickson, Shane
dc.date.accessioned2022-05-17T03:55:06Z
dc.date.available2022-05-17T03:55:06Z
dc.date.issued2016
dc.identifier.issn1178-2021en_US
dc.identifier.doi10.2147/NDT.S95967en_US
dc.identifier.urihttp://hdl.handle.net/10072/143083
dc.description.abstractBackground Augmentative and alternative communication (AAC) interventions are used for children with autism, often as stand-alone communication interventions for those who are minimally verbal. Our aim was to synthesize the evidence for AAC interventions for children (up to 21 years), and then consider the role of AAC within established, comprehensive, evidence-based autism interventions targeting learning across multiple developmental domains. Design We completed a systematic search of three databases (OVID Medline, PsycINFO, ERIC) as well as forward citation and hand searches to identify systematic reviews of AAC intervention efficacy research including children with autism, published between 2000 and March 2016 in peer-reviewed journals. Data pertaining to the quality indicators of included studies, effect sizes for intervention outcomes, and evidence for effectiveness were extracted for descriptive analysis. Results The search yielded 17 systematic reviews. Most provided indicators of research quality for included studies, of which only relatively few provided conclusive results. Communication targets tended to be focused on teaching children to make requests. Still, effect size measures for included studies indicated that AAC was effective to highly effective. Conclusion There is growing evidence for the potential benefits of AAC for children with autism, but there is a need for more well-designed studies and broader, targeted outcomes. Furthermore, a lack of evidence for the role of AAC within comprehensive intervention programs may account for a tendency by autism researchers and practitioners to neglect this intervention. Attempts to compare evidence for AAC with other interventions for children with autism, including those in which the use of AAC is delayed or excluded in pursuit of speech-only communication, must take into account the needs of children with the most significant learning needs. These children pose the greatest challenges to achieving large and consistent intervention effects, yet stand to gain the most from AAC interventions.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.language.isoeng
dc.publisherDove Medical Press Ltd.en_US
dc.relation.ispartofpagefrom2349en_US
dc.relation.ispartofpageto2361en_US
dc.relation.ispartofjournalNeuropsychiatric Disease and Treatmenten_US
dc.relation.ispartofvolume12en_US
dc.subject.fieldofresearchApplied and developmental psychologyen_US
dc.subject.fieldofresearchClinical sciences not elsewhere classifieden_US
dc.subject.fieldofresearchNeurosciencesen_US
dc.subject.fieldofresearchcode5201en_US
dc.subject.fieldofresearchcode320299en_US
dc.subject.fieldofresearchcode3209en_US
dc.titleThe role of augmentative and alternative communication for children with autism: current status and future trendsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Articlesen_US
dc.type.codeC - Journal Articlesen_US
dcterms.licensehttp://creativecommons.org/licenses/by-nc/3.0/en_US
dc.description.versionVersion of Record (VoR)en_US
gro.rights.copyright© 2016 Iacono et al. This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributeden_US
gro.hasfulltextFull Text
gro.griffith.authorTrembath, David


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