Background & aims This study investigated the perceptions of educational professionals in regard to the effectiveness of visual communication systems and their applications as a functional communication intervention for individuals with Autism Spectrum Disorder (ASD). Methods One hundred and one individuals from diverse educational backgrounds, school districts, educational services, and various states were surveyed for this study. All participants in this study served individuals with Autism Spectrum Disorder in a clinical and/or school setting. Results The study found that aided augmentative and alternative communication (AAC) systems were widely utilized, and participants perceived these systems as the most effective for individuals with Autism Spectrum Disorder. It also found that the use of low level tech aided augmentative communication systems such as Picture Exchange System and high level tech systems such as voice output systems that were strictly computer based, were dependent on the individual's abilities and needs. Finally, the study found that the use of photography and photo journaling techniques had positive outcomes for individuals diagnosed with Autism Spectrum Disorder and other students in the learning environment. Conclusions The results revealed that the overall consensus of educational professionals that serve individuals with ASD agreed that aided AAC systems were more effective methods to foster and enhance functional communication. In terms of effectiveness of the level of technology utilized within the system, it depends on the needs and abilities of the individual with ASD. Participants, however, did agree that photography and photo journaling techniques may provide positive attributes to all students and not only those diagnosed with ASD. Implications The ability to modify or alter the ways in which AAC systems are created and implemented may address the need to individualize the systems in terms of the needs and abilities of the individual with ASD. The results inform educational practices as they highlight that a majority of the professionals that participated in this study need further professional development with the understanding and application of these systems in order to better understand their benefits and what they have to offer individuals with ASD. The results also provided a lens through the professionals' experiences into the classrooms by providing information from professionals that utilize and implement these systems daily including their successes in aiding communication effectively.

中文翻译：

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对自闭症谱系障碍患者的视觉交流系统及其在功能性交流干预中的应用的专业认识

背景与目的本研究调查了教育专业人员对视觉通讯系统及其作为自闭症谱系障碍（ASD）的功能性交流干预措施的应用的有效性的看法。方法对来自不同教育背景，学区，教育服务机构和各个州的110个人进行调查。该研究的所有参与者均在临床和/或学校环境中为患有自闭症谱系障碍的患者提供服务。结果研究发现辅助增强和替代沟通（AAC）系统得到了广泛使用，参与者认为这些系统对于自闭症谱系障碍患者最有效。研究还发现，使用低级技术辅助的增强通信系统（例如图片交换系统）和高级技术系统（例如语音输出系统）完全基于计算机，这取决于个人的能力和需求。最后，研究发现，摄影和照片日记技术的使用对诊断为自闭症谱系障碍的个人以及学习环境中的其他学生有积极的作用。结论结果表明，为ASD服务的个人的教育专业人员的总体共识认为，辅助AAC系统是促进和增强功能沟通的更有效方法。就系统内使用的技术水平的有效性而言，它取决于具有ASD的个人的需求和能力。但是，参与者的确同意摄影和照片日记技术可以为所有学生，不仅是诊断为ASD的学生提供积极的属性。含义修改或更改AAC系统的创建和实施方式的能力可以满足根据具有ASD的个人的需求和能力来个性化系统的需求。这些结果强调了教育实践，因为他们强调大多数参加本研究的专业人士需要对这些系统的理解和应用来进一步发展专业知识，以便更好地了解他们的利益以及他们为ASD提供个人服务的条件。结果也为专业人士提供了一个视角