자폐성아동의 치료와 교육에서 의사소통과 언어능력의 중요성이 지속적으로 지적되어 왔다. 이들의 언어중재에 행동적 중재들이 많이 사용되었지만 구어를 습득하지 못하고 여전히 함묵 증상을 보인다. 따라서 이들의 중재과정에서 특별한 기법이나 도구를 이용하는 보완대체의사소통체계의 사용에 대한 논의가 늘고 있다. 본 연구에서는 자폐성아동들의 자발적 의사소통증진을 위하여 이들의 일반적인 특성과 언어특성 그리고 자폐성 아동에게 보완대체의사소통체계의 적용가능성을 탐색해 보았다. 자폐성아 동들의 언어 및 의사소통장애의 일탈적 발달특성을 최소화하기 위해 생활중심의 기능적인 교육을 위주로 사회성 및 의사소통기술을 습득하고 활용하게 하는 노력이 요구된다.
Most children with autism have significant difficulties with expressive communication and receptive communication. Also, they have difficulties relationship between communication and various behavioral problems. When child with autism acquire speech, they often do not do so spontaneously, and when they do spontaneously speak, they tend to be highly restricted in their use of this speech. The term augmentative and alternative communication(AAC) refers to interventions designed to compensate for the expressive communication impairments of individuals. The word augmentative suggests that these interventions can be used to improve upon the effectiveness of communication through existing means, while alternative implies developing systems that temporarily or permanently replace speech. In this study, it was described that several intervention strategies, including the use of sign language and other less formal gestural systems, and various picture or symbol based systems, low tech approaches (photographs and line drawings) as well as high tech approaches(electronic systems, such as voice output devices). As AAC presents language in a visual form, it is proposed that the treatment gains may be due to the utilization of the visual strengths of individuals with autism. Autistic children’s can be used his AAC systems effectively as possible in all environments. They using such systems may have a beneficial impact on speech development. This study emphasis is helping children learn functional communication skills. When children with autism acquire functional communication skills, their lives become greatly enriched.