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

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)