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Autism Society of North Carolina – Evidence-Based Practices

ASHA – Augmentative and Alternative Communication (AAC)

AFIRM Evidence-Based Practice Packets

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Once communication deficits and speech patterns have been identified in a student with autism spectrum disorder (ASD), selecting and training teams to use appropriate supports is essential. According to the Arizona Department of Education (n.d.), assistive technology devices and services are designed to help students access learning and communication equitably. These tools range from low-tech visual supports to high-tech speech-generating devices. The Autism Society of North Carolina (n.d.) emphasizes that augmentative and alternative communication (AAC) is an evidence-based practice shown to improve participation, comprehension, and independence for individuals with ASD. This guide summarizes common strategies and AAC tools educators can implement across settings, providing brief explanations, implementation steps, and ideas for evaluating effectiveness.

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Tech Level:

-Low tech.

Resource link:

-https://afirm.fpg.unc.edu/resource/functional-communication-training-brief-packet/?utm_source=chatgpt.com

How it helps:

-Replaces challenging behaviors with a functional way to communicate (e.g., using a “help” or “break” card). Example: A student throws papers when work is hard; instead, teach them to hand over a break card.

Steps to follow:

1. Conduct FBA to find function of behavior.
2. Choose an easy communication response.
3. Model and prompt use.
4. Reinforce immediately.
5. Fade prompts as independence grows.

Is it working:

-Track decrease in problem behavior and increase in independent functional requests.

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Functional Communication Training Brief Packet – AFIRM

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Home > Resources > Functional Communication Training Brief Packet

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Tech Level:

-Low Tech

Reference link:

https://afirm.fpg.unc.edu/resource/visual-supports-brief-packet/?utm_source=chatgpt.com

How it helps:

Makes routines and expectations predictable and concrete. Example: A student struggles with transitions, so you use a visual schedule with “First–Then” boxes.

Steps to follow:

1. Create visuals that match student’s comprehension level.
2. Teach how to use the visuals.
3. Refer to them often.
4. Fade slowly as student gains independence.

Is it working:

-Note on-task time, smooth transitions, and independence with schedule use.

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Home > Resources > Visual Supports Brief Packet This packet includes all the resources and materials, as well as an overview and a brief description of strategies/types/procedures for this evidence-based practice. Resource Type: EBP Packet Evidence-based Practice Modules: Visual Supports

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Tech level:

-Low-tech

Resource link:

https://afirm.fpg.unc.edu/resource/social-narratives-brief-packet/?utm_source=chatgpt.com

How it helps:

-Prepares students for specific social events or routines. Example: Before assemblies, read a story about what to expect and how to ask for help.

Steps to follow:

1. Write a positive, short story.
2. Add visuals.
3. Read before event.
4. Review consistently.

Is it working:

-Measure reduction in anxiety or need for adult prompting.

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Home > Resources > Social Narratives Brief Packet

This packet includes all the resources and materials, as well as an overview and a brief description of strategies/types/procedures for this evidence-based practice.

Resource Type: EBP Packet

Evidence-based Practice Modules: Social Narratives

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Home > Resources > Social Narratives Brief Packet This packet includes all the resources and materials, as well as an overview and a brief description of strategies/types/procedures for this evidence-based practice. Resource Type: EBP Packet Evidence-based Practice Modules: Social Narratives

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Tech level:

High-tech

Resource link:

https://afirm.fpg.unc.edu/resource/video-modeling-brief-packet/

How it helps:

-Shows the student a model of desired behavior. Example: Watch a peer video asking a friend to play, then practice on the playground.

Steps to follow:

1. Record a short clip of correct behavior.
2. Show before the activity.
3. Practice immediately after.
4. Reinforce success

Is it working:

-Count number of independent performances after viewing.

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Home > Resources > Video Modeling Brief Packet

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Tech level:

-Mid/High-tech

Resource link:

https://www.asha.org/practice-portal/professional-issues/augmentative-and-alternative-communication/

How it helps:

-Adults model speech by selecting symbols or words on the AAC device while talking. Example: During snack time, say “I want crackers” while touching symbols on the student’s device.

Steps to follow:

1. Have device ready with key vocab.
2. Speak while selecting words.
3. Respond to all communication attempts.
4. Encourage but don’t force imitation.

Is it working:

-Track increase in spontaneous word/symbol use and longer phrases.

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Augmentative and alternative communication is use of external devices (e.g. dedicated tablets) to help people with speech/language impairments communicate.

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Tech level:

-High-tech

Resource link:

https://www.assistiveware.com/products/proloquo2go?utm_source=chatgpt.com

How it helps:

-Symbol-based app that supports sentence building. Example: Student uses it to say “I want more time” instead of yelling.

Steps to follow:

1. Program core words.
2. Model during daily routines.
3. Train staff and family.
4. Update vocabulary as needed.

Is it working:

-Count spontaneous initiations and new combinations weekly.

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Proloquo2Go - AAC app with symbols - AssistiveWare

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You’ll love how this symbol-based app helps users learn how to express themselves. Proloquo2Go puts the user’s development first, with innovative features based on clinical knowledge and user research.

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Tech level:

High-tech

Resource link:

https://touchchatapp.com/?utm_source=chatgpt.com

How it helps:

-Offers core vocabulary layouts to build sentences quickly. Example: A student practices academic conversations using pre-set phrases.

Steps to follow:

1. Choose WordPower file (42/60).
2. Add classroom vocab.
3. Teach navigation.
4. Reinforce attempts.

Is it working:

-Measure independent navigation and message length.

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Tech level:

High-tech

Resource link:

https://www.prc-saltillo.com/?utm_source=chatgpt.com

How it helps:

-Uses consistent icon patterns for motor planning. Example: Nonverbal student uses same sequence to say “I want music.”

Steps to follow:

1. Select correct layout.
2. Teach consistent button routes.
3. Embed in routines.
4. Review and reinforce.

Is it working:

-Count number of unique utterances each week

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When you can't speak, life can feel overwhelming - but it doesn't have to be that way. Experience the life-changing joy of meaningful communication through our world-renowned, customized AAC vocabularies, assistive technology, and our unmatched training and personalized support. Trust our 50+ years of AAC experience to guide you to the right communication solution. Connect with us to learn more.

PRC-Saltillo Canada
News from PRC-Saltillo Stories from Communicators, Parents & SLPs

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Tech level:

-High-tech

Resource link:

https://www.asha.org/public/speech/disorders/aac/

How it helps:

-For students with limited mobility. Example: Student selects icons with eye gaze to make requests.

Steps to follow:

1. Calibrate eye gaze.
2. Position securely.
3. Model language use.
4. Train caregivers.

Is it working:

-Track accuracy and variety of messages produced.

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[ en Español]

Children and adults with severe speech or language problems may need to find other ways to communicate besides talking. There are many types of Augmentative and Alternative Communication (AAC) they can use. Speech-language pathologists, or SLPs, can help.

On this page:

About AAC

AAC means all of the ways that someone communicates besides talking. People of all ages can use AAC if they have trouble with speech or language skills. Augmentative means to add to someone's speech. Alternative means to be used instead of speech. Some people use AAC throughout their life. Others may use AAC only for a short time, like when they have surgery and can't talk.

There are a lot of different types of AAC. No-tech and low-tech options include things like

gestures and facial expressions,

writing,

drawing,

spelling words by pointing to letters, and

pointing to photos, pictures, or written words.

High-tech options include things like

using an app on an iPad or tablet to communicate and

using a computer with a "voice," sometimes called a speech-generating device.

A person may use different types of AAC because there are many ways that we all communicate. An AAC system means all of the tools of this type that a person uses.

Working With A Speech-Language Pathologist

An SLP can help find the right AAC system for you or your loved one. They also help you and the people you talk with learn how to use AAC to communicate. Not every tool works for every person, so it is important to find the right one for you. SLPs work with other professionals like occupational therapists and physical therapists if you have different physical skills that affect how you access your AAC system. Some AAC tools are covered by insurance, but some are not. Your SLP can help you understand your options.

Common Concerns

You may have questions or concerns about using AAC. Professionals have been studying AAC for years, so we've learned a lot about how AAC helps people communicate. Here are some of the areas that research has helped us understand.
Age, Skills, and Timing
Some people wonder if children need to be a certain age before they can use AAC. Research shows that AAC helps people of all ages (even those younger than 3 years old)! You can use AAC early. There are no thinking skills, test scores, or other milestones that you need to reach before AAC can help.
Talking and Motivation
A lot of people wonder if using AAC will stop someone from talking or will slow down language development. This is not true-research shows that AAC can actually help with these concerns! People who use AAC can also learn how to read and write.
Movement
You might wonder how someone can use AAC if they have trouble moving their arms and hands. There are many ways to use an AAC system besides touching it. Your SLP may work with occupational therapists (OTs) and physical therapists (PTs) to find the best way for each person to use their AAC system.

You probably have other questions. The best person to talk to about AAC is an SLP. A good place to find an SLP who specializes in AAC is ASHA's Profind.

Other Resources

This list does not include every website on this topic. ASHA does not endorse the information on these sites.

To find an SLP near you, visit ProFind.

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Augmentative and Alternative Communication (AAC)

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Children and adults with severe speech or language problems may need to find other ways to communicate. There are many types of AAC that they can use. Speech-language pathologists, or SLPs, can help.

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Tech level:

-Mid-tech

Resource link:

https://www.ablenetinc.com/

How it helps:

-Simple 9-cell voice output device for early communication. Example: Student presses “help” instead of yelling.

Steps to follow:

1. Record key words.
2. Teach each button.
3. Reinforce correct presses.
4. Rotate overlays by topic.

Is it working:

-Count successful requests and independence with device.

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Proloquo2Go (AssistiveWare)

TouchChat App

LAMP Words for Life (PRC-Saltillo)

GoTalk 9+ (AbleNet)