Meta-analysis supports AAC interventions for school-aged children with ASD and/or ID, but guidance for customization remains limited

Trina D. Spencer

doi:10.1080/17489539.2026.2691722

July 2, 2026Evidence-Based Communication Assessment and Intervention

Meta-analysis supports AAC interventions for school-aged children with ASD and/or ID, but guidance for customization remains limited

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Key Points

This meta-analysis aims to evaluate how different aspects of communication modes and AAC types affect outcomes for children with autism spectrum disorder (ASD) and intellectual disabilities (ID).
Conducted a meta-analysis to assess various AAC interventions for children with ASD and/or ID.
Examined effects based on communication mode, function, and type of AAC used during interventions.
AAC interventions show positive outcomes in communication for school-aged children with ASD and/or ID.
Differential effects observed based on communication mode and function, indicating complexity in intervention design.

Implication

Meta-analysis shows effectiveness of AAC interventions on outcomes in children with ASD/ID, suggesting need for tailored approaches.

Abstract

The overarching purpose of this meta-analysis was to examine differential effects of communication mode, communication function, and type of AAC employed during intervention on AAC outcomes of scho...

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Cite This Study

Trina D. Spencer (2026) studied this question.

synapsesocial.com/papers/6a49f411f5d1d45b287ffc5e https://doi.org/10.1080/17489539.2026.2691722

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Meta-analysis supports AAC interventions for school-aged children with ASD and/or ID, but guidance for customization remains limited

Key Points

Implication

Abstract

Discussion

Cite This Study

Meta-analysis supports AAC interventions for school-aged children with ASD and/or ID, but guidance for customization remains limited

Key Points

Implication

Abstract

Discussion

Cite This Study

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