Improving Word Reading and Spelling in Autistic Children Using Augmentative and Alternative Communication

According to the Centers for Disease Control and Prevention (CDC) 2023 data, approximately 26.7% of children diagnosed with autism spectrum disorder (ASD) are categorized as having profound autism, a classification that includes individuals who are nonverbal or have minimal verbal communication skills. These individuals rely on AAC systems—such as speech-generating devices, communication boards, and AAC apps—to express themselves and engage with the world around them (Beukelman & Mirenda, 2013). Children with autism spectrum disorder (ASD) who have limited or no speech face persistent barriers to literacy development due to a lack of accessible, evidence-based instruction. Without phonics instruction, AAC users are often taught sight words instead of decoding and encoding, limiting their independent reading and spelling skills (Light & McNaughton, 2013). When decoding and encoding are taught integrally, learners develop stronger connections between reading and spelling, reinforcing their ability to construct words and engage in written communication (Sermier Dessemontet et al., 2021). Literacy is not just a skill; it is a gateway to full participation in all aspects of society—education, employment, healthcare, social networking, and community living (Light & McNaughton, 2020).

Using a multiple baseline across participants single-subject design, the proposed study will investigate the effects of simultaneous decoding and encoding instruction on reading and spelling outcomes for children with limited or no speech who use AAC. The effects will be measured by percentage gains in correctly read and spelled consonant-vowel-consonant (CVC) words.By integrating decoding and encoding instruction, this study aims to strengthen foundational literacy skills, leading to improved reading, writing, and communication outcomes for children with ASD and CCN. Literacy is a fundamental human right that enables individuals to access education, communicate independently, and fully participate in society (GEM Report UNESCO, 2006)