Children with autism spectrum disorder and/or with intellectual disabilities (IDD) who experience complex communication needs often benefit from augmentative and alternative communication (AAC) intervention. Given shortages, access to professionals with expertise in AAC instruction can prove difficult. Telepractice may help to connect more specialists to children and practitioners or families who can implement AAC interventions with guidance. As both AAC technology and telehealth rapidly advance, the evidence base has struggled to keep pace. This systematic review answers questions related to the use of telepractice in intervention for AAC. Data to be reported were gleaned from a comprehensive meta-analysis on AAC and intervention for preschool and school-age children on the autism spectrum and/or with IDD. In the current systematic review, eight studies were identified, representing 22 participants, that met inclusion criteria. Synthesized findings across telepractice methodologies, participant characteristics, intervention parameters, including intervention intensity, and methodological quality are reported.
AkemogluY.MuharibR.MeadanH. (2020). A systematic and quality review of parent-implemented language and communication interventions conducted via telepractice. Journal of Behavioral Education, 29, 282–316. https://doi.org/10.1007/s10864-019-09356-3
2.
AlmirallD.Nahum-ShaniI.SherwoodN. E.MurphyS. A. (2014). Introduction to SMART designs for the development of adaptive interventions: With application to weight loss research. Translational Behavioral Medicine, 4, 260–274. https://doi.org/10.1007/s13142-014-0265-0
3.
American Speech-Language-Hearing Association. (2019). SLP Health Care Survey: Workforce. Available at: www.asha.org
4.
AndersonC. M.LongE. S. (2002). Use of a structured descriptive assessment methodology to identify variables affecting problem behavior. Journal of Applied Behavior Analysis, 35, 137–154. https://doi.org/10.1901/jaba.2002.35-137
5.
AndzikN. R.ChungY. C. (2022). Augmentative and alternative communication for adults with complex communication needs: A review of single-case research. Communication Disorders Quarterly, 43, 182–194. https://doi.org/10.1177/1525740121991478
6.
BensonS. S.DimianA. F.ElmquistM.SimacekJ.McComasJ. J.SymonsF. J. (2017). Coaching parents to assess and treat self-injurious behavior via telehealth. Journal of Intellectual Disability Research, 62, 1114–1123. https://doi.org/10.1111/jir.12456
7.
BeukelmanD. R.LightJ. C. (2020). Augmentative and alternative communication: Supporting children and adults with complex communication needs (5th ed.). Paul H. Brookes Publishing.
8.
CarrE. G.DurandV. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111–126. https://doi.org/10.1901/jaba.1985.18-111
9.
CarnettA.HansenS.TullisC.MachalicekW. (2021). Using behavioural skills training via telehealth to increase teachers’ use of communication interventions and increase student use of speech-generating devices in a high school functional skills classroom. Journal of Intellectual Disability Research, 65(2), 133–148. https://doi.org/10.1111/jir.12793
10.
CoogleC. G.OttleyJ. R.StorieS.RahnN. L.BurtA. K. (2017). Ecoaching to enhance special educator practice and child outcomes. Infants & Young Children, 30, 58–75. https://doi.org/10.1097/IYC.0000000000000082
DouglasS. N.KammesR.NordquistE. (2018). Online communication training for parents of children with autism spectrum disorder. Communication Disorders Quarterly, 39, 415–425. https://doi.org/10.1177/1525740117727491
13.
DouglasS. N.NordquistE.KammesR.GerdeH. (2017). Online parent training to support children with complex communication needs. Infants & Young Children, 30, 288–303. https://doi.org/10.1097/IYC.0000000000000101
14.
GanzJ. B.PustejovskyJ. E.ReichleJ.VannestK. J.FosterM.PiersonL. M.. . .SmithS. D. (2023). Participant characteristics predicting communication outcomes in AAC implementation for individuals with ASD and IDD: A systematic review and meta-analysis. Augmentative and Alternative Communication, 39, 7–22. https://doi.org/10.1080/07434618.2023.2168561
15.
HolyfieldC.CaronJ. G.DragerK.LightJ. (2019). Effect of mobile technology featuring visual scene displays and just-in-time programming on communication turns by preadolescent and adolescent beginning communicators. International Journal of Speech-Language Pathology, 21, 201–211. https://doi.org/10.1080/17549507.2018.1441440
16.
HornerR. H.CarrE. G.HalleJ.McGeeG.OdomS.WoleryM. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179. https://doi.org/10.1177/001440290507100203
KasariC.SturmA.ShihW. (2018). SMARTer approach to personalizing intervention for children with autism spectrum disorder. Journal of Speech, Language, and Hearing Research, 61, 2629–2640. https://doi.org/10.1044/2018_JSLHR-L-17-0380
19.
Kent-WalshJ.McNaughtonD. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21, 195–204. https://doi.org/10.1080/07434610400006646
20.
KoegelL. K.BryanK. M.SuP. L.VaidyaM.CamarataS. (2020). Definitions of nonverbal and minimally verbal in research for autism: A systematic review of the literature. Journal of Autism and Developmental Disorders, 50, 2957–2972. https://doi.org/10.1007/s10803-020-04402-w
21.
LawG. C.NeihartM.DuttA. (2018). The use of behavior modeling training in a mobile app parent training program to improve functional communication of young children with autism spectrum disorder. Autism, 22, 424–439. https://doi.org/10.1177/1362361316683887
22.
LedfordJ. R.GastD. L. (Eds.). (2018). Single case research methodology: Applications in special education and behavioral sciences (3rd ed.). Routledge.
23.
LoganK.IaconoT.TrembathD. (2022). A systematic search and appraisal of intervention characteristics used to develop varied communication functions in children with autism who use aided AAC. Research in Autism Spectrum Disorders, 90, 101896. https://doi.org/10.1016/j.rasd.2021.101896
24.
LuzeG. J.HughesK. (2008). Using individual growth and development indicators to assess child and program outcomes. Young Exceptional Children, 12(1), 31–41. https://doi.org/10.1177/1096250608324673
25.
LuzeG. J.LinebargerD. L.GreenwoodC. R.CartaJ. J.WalkerD.LeitschuhC.AtwaterJ. B. (2001). Developing a general outcome measure of growth in the expressive communication of infants and toddlers. School Psychology Review, 30(3), 383–406. https://doi.org/10.1080/02796015.2001.12086030
26.
MaZ.TraversJ. C. (2021). Adjusting intervention intensity to support students with autism spectrum disorder. Intervention in School and Clinic, 5, 291–297. https://doi.org/10.1177/10534512211032596
27.
MagginD. M.BrieschA. M.ChafouleasS. M. (2013). An application of the What Works Clearinghouse standards for evaluating single-subject research: Synthesis of the self-management literature base. Remedial and Special Education, 34(1), 44–58. https://doi.org/10.1177/0741932511435176
28.
MoherD.LiberatiA.TelzlaffJ.AltmanD. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLOS Medicine, 6(7), Article e1000097. https://doi.org/10.1371/journal.pmed1000097
29.
NeelyL.RispoliM.GerowS.HongE.Hagan-BurkeS. (2017). Fidelity outcomes for autism-focused interventionists coached via telepractice: A systematic literature review. Journal of Developmental and Physical Disabilities, 29, 849–874. https://doi.org/10.1007/S10882-017-9550-4
30.
OuzzaniM.HammadyH.FedorowiczZ.ElmagarmidA. (2016). Rayyan—a web and mobile app for systematic reviews. Systematic Reviews, 5(1), 210. https://doi.org/10.1186/s13643-016-0384-4
31.
Parker-McGowanQ.ChenM.ReichleJ.PanditS.JohnsonL.KreibichS. (2014). Describing treatment intensity in milieu teaching interventions for children with developmental disabilities: A review. Language, Speech, and Hearing Services in Schools, 45, 351–364. https://doi.org/10.1044/2014_LSHSS-13-0087
32.
ReichleJ.GanzJ. B.PiersonL.RodriguezD. (2021). Treatment intensity: Considering persons with autism spectrum disorder and intellectual disability who have complex communication needs. Research and Practice for Persons with Severe Disabilities, 46(2), 146–158. https://doi.org/10.1177/1540796921996168
33.
ReichowB.VolkmarF. R.CicchettiD. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38, 1311–1319. https://doi.org/10.1007/s10803-007-0517-7
34.
RomskiM.SevcikR. A.Barton-HulseyA.WhitmoreA. S. (2015). Early intervention and AAC: What a difference 30 years makes. Augmentative and Alternative Communication, 31(3), 181–202.
35.
ShadishW. R.HedgesL. V.PustejovskyJ. E. (2014). Analysis and meta-analysis of single-case designs with a standardized mean difference statistic: A primer and applications. Journal of School Psychology, 52(2), 123–147. https://doi.org/10.1016/j.jsp.2013.09.002
36.
SimacekJ.DimianA. F.McComasJ. J. (2017). Communication intervention for young children with severe neurodevelopmental disabilities via telehealth. Journal of Autism and Developmental Disorders, 47, 744–767. https://doi.org/10.1007/s10803-016-3006-z
37.
SimacekJ.ElmquistM.DimianA. F.ReichleJ. (2021). Current trends in telehealth applications to deliver social communication interventions for young children with or at risk for autism spectrum disorder. Current Developmental Disorders Reports, 8, 15–23. https://doi.org/10.1007/s40474-020-00214-w
38.
SimacekJ.PenningtonB.ReichleJ.Parker-McGowanQ. (2018). Aided AAC for people with severe to profound and multiple disabilities: A systematic review of interventions and treatment intensity. Advances in Neurodevelopmental Disorders, 2, 100–115. https://doi.org/10.1007/s41252-017-0050-4
39.
SparrowS. S.CicchettiD.BallaD. A. (2005). Vineland Adaptive Behavior Scales, Second Edition (Vineland-II) [Database record]. APA PsycTests. https://doi.org/10.1037/t15164-000
SundbergM. L.PartingtonJ. W. (1998). Teaching language to children with autism or other developmental disabilities. Behavior Analysts, Inc.
42.
SutherlandR.TrembathD.RobertsJ. (2018). Telehealth and autism: A systematic search and review of the literature. International Journal of Speech-Language Pathology, 20, 324–336. https://doi.org/10.1080/17549507.2018.1465123
43.
TsamiL.LermanD.Toper-KorkmazO. (2019). Effectiveness and acceptability of parent training via telehealth among families around the world. Journal of Applied Behavior Analysis, 52, 1113–1129. https://doi.org/10.1002/jaba.645
WarrenS. F.FeyM. E.YoderP. J. (2007). Differential treatment intensity research: A missing link to creating optimally effective communication interventions. Mental Retardation and Developmental Disabilities Research Reviews, 13(1), 70–77. https://doi.org/10.1002/mrdd.20139
