An Examination of Context-Aware Augmentative and Alternative Communication with Automated Response Options for Academic Communication From Autistic Children

Abstract

Children with intellectual and developmental disabilities (IDD) who use augmentative and alternative communication (AAC) often face barriers to full academic participation due to the difficulties of navigating traditional AAC displays. Advances in artificial intelligence may enable context-aware AAC tools that generate response options based on linguistic input from communication partners, enabling faster and more effective communication and potentially increasing academic participation. This study compared the effects of a context-aware AAC prototype to traditional AAC in supporting academic communication for three autistic preschool children (two male; one female) using an ABAB reversal design. Findings suggest that the context-aware AAC resulted in more frequent, accurate, and faster communication responses from all participants. Although this study used a prototype, results indicate that context-aware AAC technologies may enhance academic communication and participation for young autistic children. Further research is needed to explore the broader impact and long-term effectiveness of such tools in academic settings.