Examining the Evidence for Use of Aided Language Input with Individuals with Autism Spectrum Disorder Who Use Augmentative and Alternative Communication

Examining the Evidence for Use of Aided Language Input with Individuals with Autism Spectrum Disorder Who Use Augmentative and Alternative Communication

Comstock Memorial Union, MSUM

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that is characterized by challenges in communication and social interaction, along with the presence of repetitive and restrictive behaviors (APA, 2013). According to Flusberg & Kasari (2013), approximately 30% of individuals with ASD use minimal verbal language even after years of language-based interventions. As a result, individuals with ASD may use augmentative and alternative communication (AAC) to replace or supplement their speech and language skills. Although AAC can facilitate communication and increase the quality of life for these individuals, learning how to use it can be compared to learning a new language. Aided language input is a common intervention strategy used to teach individuals how to use their AAC systems. Aided language input involves a communication partner simultaneously modeling language and selecting messages on an AAC tool (O’Neill et al., 2018). This poster will focus on the critical examination of the efficacy of aided language input as an intervention strategy for individuals with ASD who use AAC.

https://red.mnstate.edu/sac/2025/cehs/10