{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,7]],"date-time":"2026-02-07T18:51:27Z","timestamp":1770490287471,"version":"3.49.0"},"reference-count":63,"publisher":"Georg Thieme Verlag KG","issue":"04","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Semin Speech Lang"],"published-print":{"date-parts":[[2021,8]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Children with Down syndrome and children with autism spectrum disorder have a range of speech abilities during preschool that impacts access to both language and literacy instruction. It is the responsibility of the speech-language pathologist to advocate for and provide intervention using augmentative and alternative communication (AAC) through individualized assessment. This article provides a review of the literature supporting the use of AAC during preschool for both language and literacy development in children with Down syndrome and children with autism spectrum disorder who have limited speech. A small scale exploratory report is discussed to highlight differences in early literacy skills found in children in each group. Implications for AAC intervention during preschool to support both language and literacy are discussed.<\/jats:p>","DOI":"10.1055\/s-0041-1730996","type":"journal-article","created":{"date-parts":[[2021,7,26]],"date-time":"2021-07-26T22:37:24Z","timestamp":1627339044000},"page":"345-362","source":"Crossref","is-referenced-by-count":10,"title":["Augmentative and Alternative Communication Supports for Language and Literacy in Preschool: Considerations for Down Syndrome and Autism Spectrum Disorder"],"prefix":"10.1055","volume":"42","author":[{"given":"Andrea","family":"Barton-Hulsey","sequence":"additional","affiliation":[{"name":"School of Communication Science and Disorders, Florida State University, Tallahassee, Florida"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Sarah","family":"Phinney","sequence":"additional","affiliation":[{"name":"Department of Communication Sciences and Disorders, Georgia State University, Atlanta, Georgia"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Sara","family":"Collins","sequence":"additional","affiliation":[{"name":"School of Communication Science and Disorders, Florida State University, Tallahassee, Florida"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"194","published-online":{"date-parts":[[2021,7,26]]},"reference":[{"issue":"02","key":"ref1","doi-asserted-by":"crossref","first-page":"69","DOI":"10.1177\/0271121415583048","article-title":"Advancing high-quality preschool inclusion: a discussion and recommendations for the field","volume":"35","author":"E E Barton","year":"2015","journal-title":"Top Early Child Spec Educ"},{"issue":"04","key":"ref3","doi-asserted-by":"crossref","first-page":"453","DOI":"10.1177\/001440290407000405","article-title":"What we know about correlates of reading","volume":"70","author":"D Hammill","year":"2004","journal-title":"Except 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