This meta-analysis examined communication outcomes in single-case design studies of augmentative and alternative communication (AAC) interventions and their relationship to participant characteristics. Variables addressed included chronological age, pre-intervention communication mode, productive repertoire, and pre-intervention imitation skills. Investigators identified 114 single-case design studies that implemented AAC interventions with school-aged individuals with autism spectrum disorder and/or intellectual disability. Two complementary effect size indices, Tau(AB) and the log response ratio, were applied to synthesize findings. Both indices showed positive effects on average, but also exhibited a high degree of heterogeneity. Moderator analyses detected few differences in effectiveness when comparing across diagnoses, age, the number and type of communication modes, participant’s productive repertoires, and imitation skills to intervention. A PRISMA-compliant abstract is available: https://bit.ly/30BzbLv.

A pilot program investigated the effect of a parent-coaching intervention using naturalistic instruction with 41 parents of children (ages 2–18) with autism spectrum disorder (ASD) on social communication skills. Using a one-group pretest-posttest design, parents reported on ASD symptoms prior to and directly following a 12-week telehealth intervention, where parents implemented behavior strategies with the support of a coach. Results suggested a significant change in skill domains directly corresponding to social communication targets (Cohen’s d = .49), as well as skills not targeted (e.g., behavioral rigidity). Discussion of findings as indicative of true changes in social communication versus parent perception of improvements in child’s skills, future research targets, and study limitations provided.

Social-communication deficits associated with autism spectrum disorder often lead to undesirable outcomes in other domains, such as interpersonal relationships, employment, and participation in community activities. Parents may be ideal implementers of interventions to address these deficits when provided with instruction that is efficacious and feasible. This study evaluated a web-based group training and multimodal communication protocol of individualized parent coaching to improve parent implementation of communication intervention components. Results indicated a moderate functional relation between the parent-coaching intervention and parent implementation of the instructional behaviors. Implications and suggestions for future research are discussed.