Augmentative and alternative communication (AAC) as an area of clinical and educational practice involves a myriad of decisions related to the symbols, devices, and strategies from which each client must choose. These decision-making points can be productively informed through evidence from comparative intervention studies. The purpose of this review was to synthesize comparative AAC intervention studies using single-subject experimental designs involving participants with developmental disabilities. Following a systematic search, each qualifying study was reviewed in terms of a priori determined appraisal criteria, and summarized in tabular format. Studies were divided into three groups according to their study of aided approaches, unaided approaches, or a combination of both. Results are discussed in terms of methodological adequacy of the studies and their implications for future research and practice. © 2005 Elsevier Ltd. All rights reserved.

Item Type:	Refereed Article
Research Division:	Education
Research Group:	Specialist studies in education
Research Field:	Special education and disability
Objective Division:	Education and Training
Objective Group:	Schools and learning environments
Objective Field:	Inclusive education
UTAS Author:	Sigafoos, J (Professor Jeffrey Sigafoos)
ID Code:	39145
Year Published:	2006
Web of Science® Times Cited:	63
Deposited By:	Education
Deposited On:	2006-04-05
Last Modified:	2006-04-05
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