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Autism and Developmental Disorders
2025. Vol. 23, no. 4, 74–84
doi:10.17759/autdd.2025230408
ISSN: 1994-1617 / 2413-4317 (online)

Criteria for selecting augmentative and alternative communication systems for children with autism spectrum disorder

 
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Abstract

Context and relevance. A substantial proportion of children with autism spectrum disorder (ASD) have limited functional speech, which increases the relevance of augmentative and alternative communication (AAC). This article is the first part of a broader work analysing AAC tools used with children with ASD. Objective. To identify the AAC systems most commonly used with children with ASD, define key developmental domains relevant to AAC system selection, and describe selection criteria and indicators for specific AAC systems. Methods. A systematic literature review was conducted in PubMed, MEDLINE, and eLibrary.ru. Search terms included autism spectrum disorder/ASD, augmentative and alternative communication/AAC, and speech impairment. Thirty-four domestic and international publications meeting the topic relevance criteria were included. Results. The AAC systems most relevant for children with ASD were identified: the Picture Exchange Communication System (PECS), communication boards, natural gestures, single- and multi-message speech-generating devices, and AAC mobile applications. Evidence-based selection requires consideration of five developmental domains: expressive communication, visual perception, cognition, motor skills, and self-regulation. For each AAC system, selection criteria are described to accommodate the heterogeneity of children with ASD and different functional profiles. Conclusions. AAC systems address diverse needs of children with ASD. AAC selection should be individualized and based on the child’s asynchronous developmental profile and skill level, which may facilitate more effective AAC acquisition and potentially reduce social-communication difficulties.

General Information

Keywords: autism spectrum disorder, ASD, augmentative and alternative communication, AAC, speech impairment, selection criteria, PECS

Journal rubric: Education & Intervention Methods

Article type: scientific article

DOI: https://doi.org/10.17759/autdd.2025230408

Received 01.10.2025

Revised 30.10.2025

Accepted

Published

For citation: Danilina, K.K., Salimova, K.R., Khaustov, A.V., Vetrov, A.O., Ozerova, V.A. (2025). Criteria for selecting augmentative and alternative communication systems for children with autism spectrum disorder. Autism and Developmental Disorders, 23(4), 74–84. (In Russ.). https://doi.org/10.17759/autdd.2025230408

© Danilina K.K., Salimova K.R., Khaustov A.V., Vetrov A.O., Ozerova V.A., 2025

License: CC BY-NC 4.0

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Information About the Authors

Kamilla K. Danilina, Researcher, Research and Clinical Center of Pediatric psychoneurology of Moscow Department of Public Health, Junior Researcher, Scientific laboratory, Federal Resource Center for Organization of Comprehensive Support to Childrenwith ASD, Moscow State University of Psychology & Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-0396-2884, e-mail: d-kk@mail.ru

Ksenia R. Salimova, Researcher, Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education (MSUPE), Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-6328-001X, e-mail: salimovakr@mgppu.ru

Arthur V. Khaustov, Candidate of Science (Education), Director of the Federal Resources Center for Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-9634-9295, e-mail: arch2@mail.ru

Alexander O. Vetrov, Special Education Teacher, Educational Psychologist of the Federal Resource Center for Organization of Comprehensive Support for Children with ASD, Moscow State University of Psychology and Education (MSUPE), Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-5854-2158, e-mail: vetrovao@mgppu.ru

Valeria A. Ozerova, Short-Term Stay Group Teacher, Special Education Teacher, Moscow State University of Psychology and Education (MSUPE), Moscow, Russian Federation, ORCID: https://orcid.org/0009-0009-8798-1334, e-mail: ozerovava@mgppu.ru

Contribution of the authors

Kamilla K. Danilina — research idea; literature review, annotation, design of the manuscript, writing the manuscript.

Ksenia R. Salimova — literature review, annotation, structuring and summarizing of the literature data, design of the manuscript, writing the manuscript

Artur V. Khaustov — research idea, design of the manuscript, writing the manuscript.

Aleksandr O. Vetrov — design of the manuscript, writing the manuscript.

Valeria A. Ozerova — design of the manuscript, writing the manuscript.

All authors have read and agreed to the published version of the manuscript. 

Conflict of interest

The authors declare no conflict of interest 

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