Research Article  |   December 2009
Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC
Author Affiliations
  • Kathryn D. R. Drager
    The Pennsylvania State University, University Park, PA
Article Information
Augmentative & Alternative Communication / Special Populations / Autism Spectrum
Research Article   |   December 2009
Aided Modeling Interventions for Children With Autism Spectrum Disorders Who Require AAC
SIG 12 Perspectives on Augmentative and Alternative Communication, December 2009, Vol. 18, 114-120. doi:10.1044/aac18.4.114
SIG 12 Perspectives on Augmentative and Alternative Communication, December 2009, Vol. 18, 114-120. doi:10.1044/aac18.4.114

Traditionally, instruction in Augmentative and Alternative Communication (AAC) has focused on facilitating expressive communication. However, several related interventions also have been described, with the goal of enhancing input. These “aided modeling interventions” require that the speaking partner use AAC as well as speech, in order to provide a model to the AAC user that is consistent with the type of output that is expected. Such interventions also show the child how the system can be used and may facilitate comprehension for children who have difficulty with spoken words alone, by providing additional visual information. Aided modeling interventions share several components: (a) they are implemented during opportunities that arise out of natural contexts, (b) they augment the spoken input the child receives, and (c) they employ modeling to expand vocabulary. This article discusses the research evidence suggesting that aided modeling interventions may be effective for children with autism spectrum disorders (ASD). Future research directions are also discussed.

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