Augmentative and alternative communication (AAC) refers to a wide range of aided and unaided modes that are employed with a diverse group of people to support a range of language and communication outcomes. Children whose comprehension of spoken language greatly exceeds their ability to express themselves within that modality can be described as expressive users of AAC. Interventions are important in promoting language acquisition and the expressive use of graphic symbols. Instructional strategies employed within interventions have an important impact on treatment effectiveness. A systematic review was undertaken to identify instructional strategies that have demonstrated effectiveness in supporting graphic symbol learning and aided language development in direct interventions with children aged 0–18 years who are expressive users of aided AAC (including children without learning difficulties and those with mild-moderate learning difficulties). A comprehensive search strategy was carried out and all studies meeting the inclusion criteria were quality appraised. A data extraction procedure was conducted on the studies meeting the quality appraisal criteria. Fifteen studies were included in the review investigating four instructional strategies used to support graphic symbol learning. The most studied instructional strategy, aided modeling, can be considered an evidenced-based practice. There is also strong research evidence to support the use of both narrative-based interventions and mand-model procedures to facilitate graphic symbol learning and aided language acquisition in children who are expressive users of aided AAC. However, across the literature reviewed, a lack of consistent terminology hampered the ability to compare studies and draw conclusions. More consistent use of terminology would enhance the utility of the evidence base.

中文翻译：

---

用于支持儿童图形符号学习的直接 AAC 干预的教学策略：系统评价

增强和替代交流 (AAC) 是指广泛的辅助和非辅助模式，用于不同的人群以支持一系列语言和交流结果。对口语的理解远远超过他们在这种方式中表达自己的能力的儿童可以被描述为 AAC 的表达用户。干预对于促进语言习得和图形符号的表达使用很重要。干预中采用的教学策略对治疗效果有重要影响。进行了一项系统评价，以确定在直接干预中对 0-18 岁辅助 AAC 表达用户（包括没有学习困难的儿童和轻度认知障碍的儿童）的直接干预中支持图形符号学习和辅助语言发展的教学策略是有效的。中等学习困难）。进行了全面的搜索策略，并对所有符合纳入标准的研究进行了质量评估。对符合质量评价标准的研究进行数据提取程序。审查中包括了 15 项研究，调查了用于支持图形符号学习的四种教学策略。研究最多的教学策略，辅助建模，可以被认为是一种循证实践。也有强有力的研究证据支持使用基于叙述的干预和指令模型程序来促进作为辅助 AAC 表达用户的儿童的图形符号学习和辅助语言习得。然而，在回顾的文献中，缺乏一致的术语阻碍了比较研究和得出结论的能力。更一致地使用术语将增强证据基础的效用。