Abstract: The goals of this systematic review were to investigate studies that implemented interventions to increase or improve peer interaction for children who used aided AAC, to evaluate the strengths and limitations of those studies, and to discuss implications for practice and directions for future research. A systematic search resulted in the identification of 19 studies (56 participants). Studies were coded and summarized in terms of participants, independent and dependent variables, outcomes, and quality of evidence. All 19 studies reported positive effects on interactions with peers, though the results varied in degree. Although the quality of evidence varied, three studies met the standards of conclusive evidence, and an additional five presented preponderant evidence. The most frequently used intervention components were teaching children with complex communication needs how to use AAC within social interactions and teaching peers skills and strategies to promote interaction. While the body of research suggests that intervention can promote positive peer interactions for children with complex communication needs, the evidence for preschool-aged children and children with autism spectrum disorders is relatively sparse.

Therrien, M. C., Light, J., & Pope, L. (2016). Systematic Review of the Effects of Interventions to Promote Peer Interactions for Children who use Aided AAC. AAC: Augmentative & Alternative Communication, 32(2), 81-93. doi:10.3109/07434618.2016.1146331

Video lecture on intervention for children with complex communication need by Janice Light and the department of Communication Sciences and Disorders at Penn State University.  

Abstract: The use of augmentative and alternative communication (AAC) services and supports with infants and young children has been limited, owing to a number of myths about the appropriateness of AAC use with this population. This article will provide an overview of some of the myths that have hampered the inclusion of AAC into early intervention service delivery and refutes them. It will then examine some of the realities that must be considered when delivering AAC services and supports to young children.

​Romski, M. & Sevcik, R. (2005). Augmentative Communication and Early Intervention. Infants & Young Children, 18(3), 174-185. http://dx.doi.org/10.1097/00001163-200507000-00002

This article answers frequently asked questions that school-based SLPs have about including AAC into a student's IEP. 

This document is useful for a client who uses an iPad.  The author provided a list of apps and identified expressive language goals that can be targeted while using the app.  The apps can be used used in conjunction with additional AAC supports (e.g., low tech boards or mid and high tech devices).  This document was created by Jessica Gosnell Caron, MS, CCC-SLP of the Augmentative Communication Program at Children’s Hospital Boston.