Augmentative and Alternate Communication: for Students with Autism
Running Head: AUGMENTATIVE AND ALTERNATE COMMUNICATION FOR AUTISM
Augmentative and Alternate Communication for Autism
Jennifer A. McIntyre
Widener University
Introduction This literature review is to help educators review research on assistive technology andA\how it relates to the lives of students who have disabilities. The focus of this literature review is to explore what AAC is, how it benefits students who have autism, and current research on AAC . Autism is a spectrum disorder, meaning that there is a large range of people who fall into different parts of the spectrum (from high functioning all the way to low functioning). Some people on the autism spectrum have limited or no verbal ability to communicate. Assistive technology has opened that dark doors and sheds light on the ability for these people to share their knowledge, thoughts, beliefs, values, etc. with the world. Assistive technology is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. Assistive technology service is directly assisting an individual with a disability in the selection, acquisition, or use of an assistive technology device (P.L. 100-407, Sec.3 1988).
Autism, a lifelong disability, is a spectrum disorder that is identified in the Individuals with Disabilities Education Act (IDEA, 2004) as a developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3 that adversely affects a child’s educational performance. Other characteristics often associated with ASD are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child’s educational performance is adversely affected
Augmentative and Alternate Communication for Autism
Jennifer A. McIntyre
Widener University
Introduction This literature review is to help educators review research on assistive technology andA\how it relates to the lives of students who have disabilities. The focus of this literature review is to explore what AAC is, how it benefits students who have autism, and current research on AAC . Autism is a spectrum disorder, meaning that there is a large range of people who fall into different parts of the spectrum (from high functioning all the way to low functioning). Some people on the autism spectrum have limited or no verbal ability to communicate. Assistive technology has opened that dark doors and sheds light on the ability for these people to share their knowledge, thoughts, beliefs, values, etc. with the world. Assistive technology is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. Assistive technology service is directly assisting an individual with a disability in the selection, acquisition, or use of an assistive technology device (P.L. 100-407, Sec.3 1988).
Autism, a lifelong disability, is a spectrum disorder that is identified in the Individuals with Disabilities Education Act (IDEA, 2004) as a developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3 that adversely affects a child’s educational performance. Other characteristics often associated with ASD are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child’s educational performance is adversely affected
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