Unfortunately, this often meant that children with autism were excluded from literacy learning experiences. In addition, current, state of the art findings are detailing hyperlexic children who, with support have been using their literacy skills in interactive communication contexts. It is imperative, however, to interface every AAC intervention with a concurrent system of identifying outcomes, systematic instruction to address the outcomes, and practitioner-friendly methods of collecting outcome data. Data then must be utilized to address appropriate, individualized, program development. Data collection methods include simple communication board collection tools, videotape records, portfolios, as well as more complex or hierarchical data collection instruments.
Every child is a unique collage of strengths and needs.
AAC technology is showing great promise as a vehicle for implementing a variety of methodologies more effectively. More importantly, though, providing a means to communicate immediately, that is, at first diagnosis, is essential. Interaction, communication and discourse between people are essential parts our humanness. Individuals with autism are entitled to the tools necessary to exercise this most basic human right.