Peer-Mediated Augmentative and Alternative Communication Interventions for Young Children With Autism Spectrum Disorder and Limited to No Spoken Communication

Abstract

Purpose Increasingly, research has identified effective approaches to improve communication and social engagement of preschool-age children with autism spectrum disorder (ASD) with limited spoken communication during interactions with peer partners. These include teaching peers to use the same augmentative and alternative communication (AAC) system, along with direct instruction (Thiemann-Bourque et al., 2018 ). The purpose of this research note is to summarize the author's contributions to this literature and provide clinicians with evidence-based strategies to support communicative interactions between children with ASD and peers without disabilities. Method This research note describes a series of studies conducted by the author and her colleagues with a focus on peer-mediated and direct AAC instructional approaches, defining target skills and how to measure effects on children's social communication competence, and the potential benefits of integrating approaches for preschool children with ASD who have significant social and communication needs. Results Outcomes summarized include fidelity of treatment implementation, improved rates of augmented and spoken communication, increased functional communication using different modalities, and enhanced reciprocal communication between children with ASD and peers during routine activities. Study limitations and directions for future intervention research are also discussed. Conclusions Together, the research reviewed shows that peers can be taught to be responsive AAC communication partners at a young age, with high fidelity of strategy implementation by peers and by speech-language pathologists or other early intervention staff. Providing children with increased social learning opportunities within the context of shared AAC activities allows both partners to become more competent in their social communicative interactions.