Abstract:

Scientific literature over the years has demonstrated the positive effect of Alternative Augmentative Communication (AAC) on increased functional requests and quality of life in general in some children with autism spectrum disorder (ASD). AAC systems are divided into unaided AAC systems (such as signs) and aided AAC systems. Aided AAC systems involve the use of additional resources, both electronic and non-electronic, referred to as high-tech and low-tech AAC. The present work concerns a longitudinal study of 12 ASD non-speech children using a high-tech AAC system divided into three groups. The first group consisted of children who had never used an AAC system, the second group had used a sign-based AAC system and the third group had used low-tech AAC based on the PECS methodology.

All children learnt to use the high-tech AAC device through specific training. The study shows how, one year later, the group of children who had previously used a system based on the PECS methodology used the dynamic communicator better in terms of: amount of words (pictures) acquired, amount of daily requests, complexity of requests. Furthermore, the results of the qualitative questionnaires administered to the caregivers reported better use of the high-tech AAC system in the third group and higher satisfaction on the part of the caregivers.

The results show that specific training of a high-tech device ensures the functional use of the device. Furthermore, in the wake of previous literature, the presented work shows how the use of a similar methodology facilitates the transition from a low to high-tech communication modality.

Keywords:

AAC, Autism, Technology, Verbal Behaviour, Mand.