This review provides a summary and appraisal commentary on the treatment review by Murza, K. A., Nye, C., Schwartz, J. B., Ehren, B. J., & Hahs-Vaughn, D. L. (2014). A randomized controlled trial of an inference generation strategy intervention for adults with high-functioning autism spectrum disorder. American Journal of Speech-Language Pathology, 23(4), 461–473.

Still, K., Rehfeldt, R. A., Whelan, R., May, R., & Dymond, S. (2014). Facilitating requesting skills using high-tech augmentative and alternative communication devices with individuals with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 8, 1184–1199. doi:10.1016/j.rasd.2014.06.003

Students with autism spectrum disorder (ASD) have difficulties in communication that limit their opportunities to participate in daily living and educational activities. Augmentative alternative communication is one of the strategies used to strengthen the communication skills of students with limited communication skills. Students with ASD commonly use handheld devices for communication. This article provides guidelines for special education teachers to support the implementation of tablet-based speech-generating devices in their classrooms.