From 30+ top experts—the best AAC methods for students with autism

For children, adolescents, and adults with autism, AAC can have a tremendous positive impact on communication, social skills, and behavior. Now there's a comprehensive, up-to-date research volume that shows professionals what today's most effective AAC methods are—and why they're a perfect fit with a variety of learning approaches that work for people with autism.

Pat Mirenda—a leading authority on AAC and autism—and Teresa Iacono partner with more than 30 other experts to give readers the most current, in-depth information on a wide range of AAC methods and technologies. Through clear and compelling examinations of the latest research studies, professionals supporting people with autism will discover how these evidence-based AAC interventions can be used to

• promote children's natural speech and language development
  
  
• expand literacy skills
  
  
• modify challenging behavior
  
  
• build young children's social interaction skills
• encourage students' full membership and participation in inclusive classrooms
  
  
• give children socially appropriate ways to express needs and preferences
  
  
• replace unconventional communicative acts with more conventional ones
  
  
• help adolescents and adults develop strong social networks within their community

Readers will also get clarification of the common characteristics of effective AAC interventions and insight into the future research required to make AAC technologies more meaningful and motivating.

Essential for educators, SLPs, OTs, PTs, and other direct service providers, this new addition to the renowned Augmentative and Alternative Communication series will give readers a complete understanding of today's diverse AAC options—knowledge they'll use to help people with autism develop the communication and social skills they need to succeed.

Section I

Chapter 1. Introduction to AAC for Individuals with Autism Spectrum Disorders (Mirenda)

Chapter 2: Assessment Issues (Iacono & Caithness)

Section II: Communication Modalities

Chapter 3: The Pre-Symbolic Communicator with ASD (Rowland)

Chapter 4: Research on the Use of Graphic Symbols and Manual Signs (Wendt)

Chapter 5: Speech Output and Speech Generating Devices in Autism (Schlosser, Sigafoos, & Koul)

Chapter 6: Effects of AAC on Natural Speech Development in Autism (Millar)

Section III: AAC Interventions

Chapter 7: AAC and the SCERTS® Model: Incorporating AAC within a Comprehensive, Multidisciplinary Educational Program (Rubin, Laurent, Prizant, & Wetherby)

Chapter 8: The System for Augmenting Language: Implications for Young Children with Autism Spectrum Disorders (Romski & Sevcik)

Chapter 9: Using AAC Technologies to Build Social Interaction with Young Children with ASD (Drager, Light, & Finke)

Chapter 10: The Picture Exchange Communication System (PECS): Clinical and Research Applications (Bondy & Frost)

Chapter 11: A Picture is Worth a Thousand Words: Visual Supports for Augmented Input with Individuals with Autism (Mirenda & Brown)

Chapter 12: Functional Communication Training and Choice-Making Interventions for the Treatment of Problem Behavior in Individuals with Autism Spectrum Disorders (Sigafoos, O'Reilly, & Lancioni)

Chapter 13: The Role of Aided AAC in Replacing Unconventional Communicative Acts with More Conventional Ones (Wilkinson & Reichle)

Section IV: AAC-Related Issues

Chapter 14: Literacy in Individuals with Autism Spectrum Disorders Who Use AAC (Koppenhaver, Erickson, & Williams)

Chapter 15: Membership, Participation, and Learning in the General Education Classroom for S Students with ASD who use AAC (Sonnenmeier, McSheehan, & Jorgensen)

Chapter 16: Supporting the Participation of Adolescents and Adults with Complex Communication Needs (Iacono, Johnson, & Forster)