Criteria for selecting augmentative and alternative communication systems for children with autism spectrum disorder

<jats:p>&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Context and relevance. &lt;/strong&gt;A substantial proportion of children with autism spectrum disorder (ASD) have limited functional speech, which increases the relevance of augmentative and alternative communication (AAC). This article is the first part of a broader work analysing AAC tools used with children with ASD. &lt;strong&gt;Objective&lt;/strong&gt;. To identify the AAC systems most commonly used with children with ASD, define key developmental domains relevant to AAC system selection, and describe selection criteria and indicators for specific AAC systems. &lt;strong&gt;Methods&lt;/strong&gt;. A systematic literature review was conducted in PubMed, MEDLINE, and eLibrary.ru. Search terms included autism spectrum disorder/ASD, augmentative and alternative communication/AAC, and speech impairment. Thirty-four domestic and international publications meeting the topic relevance criteria were included. &lt;strong&gt;Results&lt;/strong&gt;. The AAC systems most relevant for children with ASD were identified: the Picture Exchange Communication System (PECS), communication boards, natural gestures, single- and multi-message speech-generating devices, and AAC mobile applications. Evidence-based selection requires consideration of five developmental domains: expressive communication, visual perception, cognition, motor skills, and self-regulation. For each AAC system, selection criteria are described to accommodate the heterogeneity of children with ASD and different functional profiles. &lt;strong&gt;Conclusions&lt;/strong&gt;. AAC systems address diverse needs of children with ASD. AAC selection should be individualized and based on the child&amp;rsquo;s asynchronous developmental profile and skill level, which may facilitate more effective AAC acquisition and potentially reduce social-communication difficulties.&lt;/p&gt;</jats:p>