A Literature Review of Single-Case Studies Utilizing Aided Augmentative and Alternative Communication Intervention for Students on the Autism Spectrum Who Have Limited Speech in Elementary School

ORCID

Zhigao Liang: https://orcid.org/0000-0003-0179-0844; Qiaoshan Chen: https://orcid.org/0009-0008-6832-4681; Shuang Liang: https://orcid.org/0009-0008-4676-8601

MSU Affiliation

College of Education; Department of Teacher Education and Leadership

Creation Date

2026-06-30

Abstract

Augmentative and alternative communication (AAC) research for individuals on the autism spectrum focused on young children and aided AAC systems. With the increased prevalence and enrollment of students on the autism spectrum in schools, there is a need to investigate the effect of aided AAC on elementary school-aged students on the autism spectrum. Researchers conducted a literature review on using aided AAC systems in the interventions for individuals on the autism spectrum with limited speech in elementary schools. Systematic searches of electronic databases and reference lists identified 30 studies meeting the inclusion criteria. The results demonstrated that aided AAC systems could enhance social communication skills, promote language development, and reduce challenging behaviors of students on the autism spectrum who have limited speech in elementary school settings. Implications and recommendations for future research and practice are discussed.

Publication Date

4-4-2025

Publication Title

International Journal of Developmental Disabilities

Publisher

Taylor and Francis

First Page

1

Last Page

15

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Digital Object Identifier (DOI)

https://doi.org/10.1080/20473869.2025.2486431