The Use of Augmentative and Alternative Communication Methods with Infants and Toddlers with Disabilities: A Research Review

Abstract

This review sought to determine the evidence base of augmentative and alternative communication (AAC) use with infants and toddlers with disabilities. The review identified 12 studies, involving 190 participants aged 36 months or younger. The majority of the studies investigated unaided AAC methods (e.g., gestures or sign language), with 42% of the studies also including aided AAC methods. Although all studies reported improvement in child communication following AAC intervention, in-depth analyses of study methodology indicated that only 7 out of 12 provided conclusive evidence. Implications for early intervention AAC practice and suggestions for future research are proposed.

Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?

“…This research has established empirical evidence of the positive impact of AAC (Beukelman et al, 2007;Bopp, Brown, & Mirenda, 2004;Branson & Demchak, 2009;Fried-Oken et al, 2012;Ganz et al, 2011;Machalicek et al, 2010;Roche et al, 2014;Schlosser, Sigafoos, & Koul, 2009;Walker & Snell, 2013;Wendt, 2009) and has demonstrated that these gains come at no risk to speech development or recovery (e.g., Millar, Light, & Schlosser, 2006;Romski et al, 2010). As a fi eld, we should take pride in this increased research base that has resulted in advances in evidence-based AAC services.…”

The Changing Face of Augmentative and Alternative Communication: Past, Present, and Future Challenges

“…Moreover, there is evidence that AAC interventions pose no risk to speech development or recovery (e.g., Beukelman & Mirenda, 2013;Millar, Light, & Schlosser, 2006;Schlosser & Wendt, 2008). In addition, the myth of prerequisites to AAC intervention has been debunked, as the positive benefits of AAC have been demonstrated with infants and toddlers (e.g., Branson & Demchak, 2009;Light & Drager, 2012;Romski, et al, 2010) as well as with older beginning communicators with severe disabilities (e.g., Snell et al, 2010).…”

“…Over the past 30-40 years, there have been substantial changes to these practices. There is now a growing body of empirical evidence documenting the positive outcomes of AAC intervention (e.g., Beukelman, Fager, Ball, & Dietz, 2007;Bopp, Brown, & Mirenda, 2004;Branson & Demchak, 2009;Fried-Oken, Beukelman, & Hux, 2012;ganz, et al, 2011;Machalicek et al, 2010;Schlosser, Sigafoos, & Koul, 2009;Wendt, 2009). Moreover, there is evidence that AAC interventions pose no risk to speech development or recovery (e.g., Beukelman & Mirenda, 2013;Millar, Light, & Schlosser, 2006;Schlosser & Wendt, 2008).…”

“…There is a growing body of research that demonstrates convincingly that individuals with complex communication needs can derive substantial benefits from AAC (e.g., Beukelman et al, 2007;Branson & Demchak, 2009;Fried-Oken, Beukelman et al, 2012;ganz et al, 2011;Machalicek et al, 2010;Schlosser et al, 2009;Wendt, 2009), with no risk to speech development or recovery (e.g., Beukelman & Mirenda, 2013;Millar et al, 2006;Schlosser & Wendt, 2008). The accumulated research evidence extends across the life span of individuals with a wide range of developmental and acquired disabilities, and supports the positive impact of a wide range of AAC techniques, including unaided systems such as signs; aided systems such as nonelectronic low-tech symbols or symbol boards; and hightech speech-generating devices.…”

“…As a result, AAC interventions are being initiated with younger children (e.g., Branson & Demchak, 2009;Light & McNaughton, 2012;Romski et al, 2010) and with individuals with severe intellectual disabilities (Snell et al, 2010). Furthermore, AAC interventions are being initiated not just with children who have no functional speech, but also with children who are at risk for speech development, who may develop speech but not until later in their development, or who have speech that is difficult to understand, including children with ASD, Down syndrome, and developmental apraxia (e.g., Braddock et al, 2012;Calculator & Black, 2010;Baumann Leech & Cress, 2011;Light & Drager, 2012;Romski et al, 2010;Sigafoos et al, 2011).…”