A Systematic Review of Evidence-based Instruction for Individuals with Autism Using Mobile Augmentative and Alternative Communication Technology

For individuals with autism spectrum disorder (ASD) who have limited to no vocal speech abilities, mobile augmentative and alternative communication (AAC) technology provides opportunities for communication with those around them. Interventionists can incorporate evidence-based practices into AAC instruction to heighten the efficacy of its intervention. The purpose of this systematic review was to identify and evaluate the evidence-based practices that have been employed to date in AAC intervention research for individuals with ASD using mobile AAC technology. Thirty-eight studies with 106 total participants met inclusion criteria. Results indicated that many strategies including prompting, time delay, reinforcement, differential reinforcement, discrete trial training, naturalistic intervention, modeling, peer-mediated instruction, task analysis, and parent-implemented intervention have been used effectively within the context of AAC intervention. Quality indicators, communication behavior types targeted for intervention, participant characteristics, and type of mobile AAC technology were reviewed. Implications for clinicians and guidance for instructional planning are discussed including the use of multiple evidence-based practices and ample opportunities for skill demonstration. Suggestions for further research include an increased focus on adolescent or adult participants, community contexts, variation of communicative functions, and application of other evidence-based strategies.