Abstract:
Background
Research on Augmentative and Alternative Communication (AAC) for autistic children often focuses primarily on request-based skills. However, growing evidence highlights the importance of broader functional applications.
Methods
This study employed a corpus-based design to describe patterns of change following the introduction of caregiver-mediated, low-tech aided AAC tools and training aimed at increasing spontaneous communication and functional diversity in preschool and school-aged autistic children. The AAC training was integrated into home routines, where caregivers systematically prompted and reinforced AAC use. Caregiver-child interactions were recorded during three phases: the first, second, and final time points.
Results
Results showed that all participants moved from limitations at the first time point (AAC use was minimal or prompt-dependent) to varying levels of spontaneous AAC engagement. Their communication diversified beyond instrumental functions (basic requesting) to include interactional functions (joint attention initiation) and informative functions (environmental commentary).
Conclusions
While increases were observed in communicative autonomy in natural settings, persistent gaps in regulatory and emotional functions suggested limitations in current AAC approaches, indicating a need for personalized strategies targeting higher-level communication skills.
原载Research in Developmental Disabilities, Volume 168, January 2026, 105188
