Promotion of Communication Access, Choice, and Agency for Autistic Students

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Donaldson, A. L., corbin, e., Zisk, A. H., & Eddy, B. (2022). Promotion of Communication Access, Choice, and Agency for Autistic Students. Language, Speech, and Hearing Services in Schools, 54(1), 140-155. https://doi.org/10.1044/2022_lshss-22-00031

Publication date: 4 Nov 2022 Added to AutiHub: 7 Jul 2026 Type: Article Article language: English
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Authors

Publication authors
4
Publication authors identified as autistic
2 / 4 (50.0%)
  1. Amy L. Donaldson
  2. endever* corbin *
  3. Alyssa Hillary Zisk *
  4. Brandon Eddy

Abstract

PURPOSE: Families and professionals often consider augmentative and alternative communication (AAC) a "last resort" for persons with communication challenges; however, speaking autistic adults have reported that they would have benefited from access to AAC as children. This tutorial discusses the history of this "last resort" practice and its perpetuation within the medical model of disability. The tutorial focuses on communication access, choice, and agency for autistic students. METHOD: We provide a brief overview of the AAC community and their preferred terminology, review the history of traditional approaches to research on AAC and autism, and then examine the relationship between disability models and ableism to views of spoken language as a priority of intervention. Studies on this topic are rare, and resisting ableism requires acknowledging and honoring disabled people's experiences and expertise. Therefore, we promote autistic expertise within the framework of evidence-based practice and discuss the experiences of autistic people and spoken language. Finally, we consider the role of the speech-language pathologist (SLP) in assessment and offer autistic-based strategies and recommendations for communication support. CONCLUSIONS: Speaking autistic students who could benefit from AAC may not have access to AAC due to the prioritization of spoken language and lack of awareness of the benefit of AAC. We recommend that SLPs and school-based professionals support and facilitate access, communicative choice, and agency by implementing multimodal communication strategies to include AAC use for autistic students regardless of their spoken language status. Promoting all types of communication and ensuring opportunities for communication across multiple modalities are paramount to a child's agency and self-determination, as is normalization of AAC.

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These indicators describe the cited bibliography imported for this publication. Cited-reference metrics use the cited-reference total as denominator. Cited-author metrics state whether they use all cited-author occurrences or only occurrences linked to authors already integrated in the AutiHub database. They use cached links between cited authors and authors integrated in the AutiHub database. Last computed: 16 Aug 2026 11:31.

Cited references
81
Total cited references integrated for this publication.
Cited references with an identified autistic author
8 / 81 (9.9%)
Cited author occurrences identified as autistic
10 / 197 (5.1%)
Among occurrences linked to AutiHub author records: 10 / 43 (23.3%). Distinct cited authors identified as autistic: 6 / 183 (3.3%).
Cited author occurrences linked to AutiHub author records
43 / 197 (21.8%)
Distinct linked cited authors: 35 / 183 (19.1%)
Linked cited-author occurrences not identified as autistic
33 / 43 (76.7%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 33 / 197 (16.8%). Distinct linked cited authors not identified as autistic: 29 / 35 (82.9%).
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