Augmentative and alternative communication (AAC) techniques and strategies have provided communication opportunities for children with autism who are unable to use speech. Previous research has indicated that some children with autism are able to communicate using graphic symbols. A goal for many children with autism who have learned to communicate using single graphic symbols will be the transition to multi-symbol use. This article offers potential teaching strategies that can be used during dynamic assessment that may help a speech language pathologist to assess the potential for acquiring and using multiple graphic symbol combinations for communicative purposes by children with autism.
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