Closing The Gap Magazine published an article in the April/May 2013 issue called AAC and Autism Report: Implementing Evidence-Based Strategies in the Classroom.

The author in this publication states, “Recent publications by the National Autism Center and the National Professional Development Center on Autism Spectrum Disorders provide professionals with research data to support the use of AAC (Augmentative and Alternative Communication) tools and strategies for individuals with an autism spectrum disorder. “ 

Based on extensive literature reviews, both organizations identified speech generating devices (SGDs) as evidence-based practice (EBP) for this population. 

The National Autism Center/National Standards Project published their report in their publication: Evidence-Based Practice and Autism in the Schools: A Guide to Providing Appropriate Interventions to Students with Autism Spectrum Disorders. A summary of the findings include use of visual schedules, story-based interventions, AAC devices (high and low tech), PECS ( Picture Exchange Communication System), and sign language.

The National Professional Development Center on Autism Spectrum Disorders published their findings on their website. They reported that the following were identified as evidence-based practice: Speech generating devices (SGDs), AAC tools and strategies, PECS, social narratives,  video modeling and providing visual supports throughout the day.

Obviously, there is a benefit to having this information reported by these two organizations to support and verify the types of interventions being used with students with a diagnosis of autism. But in addition to that, I was pleased to see that the findings didn’t specify that these are EBP for speech pathologists or any other specific professional. The broader stroke includes all of the professionals who are in contact with the child so that we can provide the greatest impact on communication.

Happy Talking!

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