AAC technologies for young children with complex communication needs: State of the science and future research directions

Abstract

Augmentative and alternative communication (AAC) technologies offer the potential to provide children who have complex communication needs with access to the magic and power of communication. This paper is intended to (a) summarize the research related to AAC technologies for young children who have complex communication needs; and (b) define priorities for future research to improve AAC technologies and interventions for children with complex communication needs. With the realization of improved AAC technologies, young children with complex communication needs will have better tools to maximize their development of communication, language, and literacy skills, and attain their full potential.

Keywords:

• Aided communication
• Assistive technology
• Augmentative and alternative communication (AAC)
• Children
• Cognitive processes
• Communication
• Design
• Early intervention
• Learning

Notes

1 In this paper, the term AAC system is used to refer to both unaided AAC systems (e.g., gestures, signs) and aided AAC systems, both low tech (e.g., nonelectronic communication boards and books) and high tech electronic systems (e.g., voice output communication aids, VOCAs). The term, AAC technologies, is used to refer specifically to electronic aided AAC systems (e.g., VOCAs or speech generating devices, SGDs).