Enhancing the Written Narrative Skills of an AAC Student with Autism

This article describes an intervention study designed to enhance the skills needed in the planning and writing of stories by an adolescent student with autism working with a typically speaking peer as a partner. Also described is the decision-making process used with respect to several evidence-based research issues. The methods employed appear promising for enhancing the written narrative and peer interaction abilities of students with autism who require augmentative and alternative communication.