The Effects of Collaborative Team based AAC Intervention on Communication Behaviors, Spontaneous Utterances, and Communicative Functions of Elementary Students with Autism Spectrum Disorder

Background and Objectives: This study examined the effects of collaborative team-based Augmentative and Alternative Communication(AAC) intervention on the communication behaviors, spontaneous utterances, and communicative functions of elementary students with Autism Spectrum Disorder(ASD). Methods: Three first-grade students in inclusive classrooms participated, with a collaborative team applying strategies such as visual schedule, Sondam, visual scene display(VSD), and picture symbol books. Changes in students' communicative behaviors, spontaneous utterances, and communication functions were analyzed through observational assessment, and qualitative interviews were conducted with intervention participants to explore their experiences. Results: All students showed increased communication behaviors and spontaneous utterances, with diversified communicative functions. Visual support-based strategies were particularly effective. Team collaboration enhanced the consistency of the intervention and promoted peer interactions. Implication: Findings support the effectiveness of collaborative AAC interventions in inclusive settings and suggest the need for flexible adaptations to individual characteristics.