Affiliations: Department of Communication Sciences and Disorders,
Pennsylvania State University, University Park, PA, USA | Department of Educational and School Psychology and
Special Education, Pennsylvania State University, University Park, PA,
USA
Note: [] Corresponding author: Kathryn Drager, Department of
Communication Sciences and Disorders, 308 Ford Building, The Pennsylvania State
University, University Park, PA 16802, USA. Tel.: +1 814 863 6247; Fax: +1 814
863 3759; E-mail: kdd5@psu.edu
Abstract: Children with complex communication needs (CCN) who require
augmentative and alternative communication (AAC) are at considerable risk in
many aspects of their development: (a) functional communication skills, (b)
speech development, (c) language development, (d) cognitive/conceptual
development, (e) literacy development, (f) social participation, (g) access to
education, and (h) overall quality of life. Early intervention is critical to
address these areas and provide successful and functional outcomes. AAC offers
the potential to enhance communication, language, and learning for children
with significant communication disabilities. This paper provides an overview of
the effects of AAC interventions on communication, behavior, language, and
speech outcomes for young children with CCN for pediatricians and other medical
and rehabilitation professionals. Future research directions to maximize the
communication development of young children with CCN are also discussed.
Keywords: Young children, AAC, language, communication, assistive technology
