a Frank Porter Graham Child Development Institute , University of North Carolina , Chapel Hill , NC , USA.
b Educational Psychology , Texas A&M University , College Station , TX , USA.
Augment Altern Commun. 2018 Jun;34(2):104-117. doi: 10.1080/07434618.2018.1458900. Epub 2018 Apr 26.
Although high-tech augmentative and alternative communication (AAC) is commonly used to teach social-communication skills to people with autism spectrum disorder or intellectual disabilities who have complex communication needs, there is a critical need to evaluate the efficacy of this approach. The aim of this systematic review was to evaluate the quality of single-case experimental design research on the use of high-tech AAC to teach social-communication skills to individuals with autism spectrum disorder or intellectual disabilities who have complex communication needs, to determine if this intervention approach meets the criteria for evidence-based practices as outlined by the What Works Clearinghouse. Additionally, information on the following extended methodological standards is reported on all included studies: participant description, description of setting and materials, interventionist description, baseline and intervention description, maintenance, generalization, procedural integrity, and social validity. The results from 18 multiple-baseline or multiple-probe experiments across 17 studies indicate that using high-tech AAC to teach social-communication skills to individuals with autism spectrum disorder or intellectual disabilities and complex communication needs can be considered an evidence-based practice, although the review of comparison (i.e., alternating treatment) design studies did not indicate that high-tech AAC is significantly better than low-tech AAC.
虽然高科技辅助沟通（AAC）常用于教授有复杂沟通需求的自闭症谱系障碍或智力障碍人士的社交沟通技能，但评估这种方法的效果至关重要。本系统评价的目的是评估使用高科技 AAC 教授自闭症谱系障碍或智力障碍人士社交沟通技能的单一被试实验设计研究的质量，以确定这种干预方法是否符合“什么有效”（What Works Clearinghouse）确定的循证实践标准。此外，所有纳入研究均报告了以下扩展方法学标准的信息：参与者描述、设置和材料描述、干预者描述、基线和干预描述、维持、泛化、程序完整性和社会有效性。17 项研究中的 18 项多项基线或多项探针实验的结果表明，使用高科技 AAC 教授自闭症谱系障碍或智力障碍人士和有复杂沟通需求的社交沟通技能可以被认为是一种循证实践，尽管对比较（即交替治疗）设计研究的审查并未表明高科技 AAC 明显优于低科技 AAC。
