Augmented learning aids to enhance symbolic communication skills in children with autism spectrum disorder

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In this chapter, the use of aided AAC with children with ASD who are minimally verbal is introduced. A brief overview of the research literature is presented, with a rationale provided for the need for further research into how aided AAC can be applied in a way that increases use of a range of communication functions. In addition, the intervention approach that is the focus of the thesis is introduced. Statement of the Problem Autism Spectrum Disorder (ASD). ASD is a neurodevelopmental disorder characterised by impairments in social communication and interaction across contexts, as well as restricted and repetitive interactions, activities or behaviours (American Psychiatric Association, 2013). There has been a substantial increase in the number of individuals diagnosed with ASD in Australia (and globally) over the past 20 years, likely as a result of greater public and professional awareness (Leonard et al., 2010), changes in diagnostic criteria and reporting practices (Hansen, Schendel, & Parner, 2015), increased diagnoses of milder presentations (Whitehouse et al., 2017), and recognition of the co-existence of ASD with other conditions, such as intellectual disability (McDermott, Williams, Ridley, Glasson, & Wray, 2008). In Australia, it has been estimated that an ASD diagnosis costs a family A$34, 900 per annum, with increases in symptoms resulting in increased annual costs (Horlin, Falkmer, Parsons, Albrecht, & Falkmer, 2015). Indeed, participants in Australia's National Disability Insurance Scheme have an average annualised support plan in excess of $30, 000 (National Disability Insurance Agency, 2019). Lifetime societal costs have been estimated as falling within the range of US$1.4-$2.4 million (Buescher, Cidav, Knapp, & Mandell, 2014)