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Semin Speech Lang 2021; 42(04): 345-362
DOI: 10.1055/s-0041-1730996
Review Article

Augmentative and Alternative Communication Supports for Language and Literacy in Preschool: Considerations for Down Syndrome and Autism Spectrum Disorder

Andrea Barton-Hulsey
1   School of Communication Science and Disorders, Florida State University, Tallahassee, Florida
,
Sarah Phinney
2   Department of Communication Sciences and Disorders, Georgia State University, Atlanta, Georgia
,
Sara Collins
1   School of Communication Science and Disorders, Florida State University, Tallahassee, Florida
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Abstract

Children with Down syndrome and children with autism spectrum disorder have a range of speech abilities during preschool that impacts access to both language and literacy instruction. It is the responsibility of the speech-language pathologist to advocate for and provide intervention using augmentative and alternative communication (AAC) through individualized assessment. This article provides a review of the literature supporting the use of AAC during preschool for both language and literacy development in children with Down syndrome and children with autism spectrum disorder who have limited speech. A small scale exploratory report is discussed to highlight differences in early literacy skills found in children in each group. Implications for AAC intervention during preschool to support both language and literacy are discussed.

Keywords

augmentative and alternative communication - Down syndrome - autism spectrum disorder - literacy - vocabulary - language - preschool

Disclosures

The authors have no relevant financial or nonfinancial relationships to disclose.




Publikationsverlauf

Artikel online veröffentlicht:
26. Juli 2021

© 2021. Thieme. All rights reserved.

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