Purpose: This scoping review aims to characterize the body of literature addressing literacy interventions involving young children (ages 2--8 years) who use or would benefit from aided augmentative and alternative communication (AAC). Method: A systematic search was conducted in six databases. The search yielded 33 intervention studies.…

Children who use augmentative and alternative communication (AAC) are multimodal communicators. However, in classroom interactions involving children and staff, achieving mutual understanding and accomplishing task-oriented goals by attending to the child's unaided AAC can be challenging. This study draws on excerpts of video recordings of…

Purpose: This study aimed to investigate the vocal characteristics of children with cerebral palsy (CP) and anarthria using the stage model of vocal development. Method: Vocal characteristics of 39 children with CP and anarthria around 4 years of age were analyzed from laboratory-based caregiver--child interactions. Perceptual coding analysis was…

Children who lack functional spoken language are candidates for augmentative and alternative communication (AAC). Aided AAC and naturalistic interventions offer the potential to extend the communication functions demonstrated by children with autism spectrum disorder (ASD) who are nonspeaking. Related intervention research, however, has been…

Purpose: This systematic review evaluates the latest available evidence regarding augmentative and alternative communication (AAC) interventions in children from 0 to 6 years old diagnosed with various disabilities. Method: A systematic search was conducted in MEDLINE (OVID), PsycINFO (EBSCO), ERIC (ProQuest), SCIELO (WOS), Teacher Reference…

Children with multiple disabilities may experience significant disabilities in two or more areas of functioning including vision, motor, hearing, and communication such that they face limitations in social interactions throughout their daily lives (Bruce & Ivy, 2017). Many children have complex communication needs and evidence indicates that…

Vestibular input (VI) activities are linked with skill learning, engagement, and communication. This study investigated the influence of VI activities on the responses of non-verbal children with autism spectrum disorders (CWASD) when prompted to request a reinforcer using picture exchange communication. A single subject alternating treatment…

The purpose of this article is to describe procedures for a team approach to implementing a tangible symbol communication system (TSCS) to support communication skill development of young children with multiple/severe disabilities (MSD). The authors suggest that implementation of a TSCS is a process that includes (a) assessment of child…

Many children on the autism spectrum struggle significantly in their early language development, entering kindergarten with little or no functional speech (Kasari et al., 2014; Rose et al., 2016). Naturalistic developmental behavioral interventions (NDBIs) are a promising approach for supporting early language and communication development for…

Despite evidence for the usefulness of augmentative and alternative communication (AAC) for young children with complex communication needs (CCN), several barriers prevent children from accessing AAC intervention. This qualitative study is focused on understanding the lived experiences of parents accessing and learning how to use speech-generating…

The use of speech-generating devices (SGD) in early interventions for children with autism spectrum disorder (ASD) can improve communication and spoken language outcomes. The purpose of this study was to describe children's responsiveness to SGD input modeled by a social partner during adult-child play interactions over a 24-week intervention…

The ability to communicate effectively to others is a pivotal skill necessary to get one's needs and wants met; however, children with autism spectrum disorder (ASD) often have significant delays in communication skills. Augmentative and alternative communication (AAC) devices provide an alternative means for children with complex communication…

The aim of this pilot study was to explore the feasibility and language outcomes of coaching parents to implement an aided language stimulation intervention using Pragmatic Organisation Dynamic Display (PODD) communication books. Two parent--child dyads, with children aged 4 years 6 months and 4 years 8 months participated in a home-based…

Background: Current UK measures of early spoken language comprehension require manipulation of toys and/or verbal responses and are not accessible to children with severe motor impairments. The Computer-Based Instrument for Low motor Language Testing (C-BiLLT) (originally validated in Dutch) is a computerized test of spoken language comprehension…

Purpose: The goal of this study was to identify promising implementation strategies that may increase teachers' and speech-language pathologists' (SLPs) adoption of augmentative and alternative communication (AAC) during routine classroom activities. Method: A grounded theory approach was used to collect and code online, semi-structured interviews…