Argumentative and Alternative Communications (AAC)

Autism Spectrum Disorders (ASD)

Autism Spectrum Disorders (ASD) are primarily diagnosed in childhood and adolescence. It is governed by genetic factors such as age and is more prevalent in male children than female youngsters. Assessing the language and speech of children suspected of having this illness is one of the clinical evaluation techniques used to arrive at a comprehensive diagnosis. Nonetheless, communication-based interventions have been tried to assist autistic children regain their speech and, hence, their capacity to communicate correctly.

Research on Picture Exchange Communication System (PECS)

Gordon et al. (2011) do research on the changes and benefits that the intervention, ’Picture Exchange Communication System’ commonly known as PECS, has and how successful it has been in educational settings as well as in schools.

Research on Auditory-Mapping Mapping Training (AMMT)

Wan et al. (2011), on the other hand, studies the employed use of Auditory-Mapping Mapping Training (AMMT), which investigates if this intonation-based intervention could be effective in the facilitation of speech output in non-verbal autistic children. These two employ different teaching techniques, and consequently, belong to two major intervention groups with varying perspectives. PECS is a form of Argumentative and Alternative Communications (AAC) while, AMMT is a form of the Motor/Sensory interventions method.

Similarities in Methodologies

In as much as they are different interventions, they also have almost similar methodologies. The age groups in both studies, measurement procedures and the achievement of the objectives set were quite similar. Both studies demonstrated how interventions could be used, successfully, to improve spontaneity and speech development in autistic children with non-verbal communication. If these were replicated in large scale, they would go a long way in ensuring that children who have autism have less trouble in communication and can be well understood.