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Autistic children face significant challenges in vocal communication and social interaction, often leading to social isolation. There is evidence that Augmentative and Alternative Communication (AAC) offers support to mitigate these challenges, enabling them to communicate with non-vocal means through forms of AAC, such as speech-generation devices (SGDs). However, the adoption and use of SGDs are hindered by several factors, including the large amount of practice required to learn to use SGDs and the limited options for highly engaging social learning contexts. Our study introduces the novel approach of using SGDs as game controller for digital and interactive games. With three design goals guiding our work, we conducted a Wizard-of-Oz formative case study with five participants aged 3-5 years, who were learning to use their SGD. We simulated a digital coloring game, integrating the speech-generated output of the participant's SGD to function as the game's controller. From this case study, we observed that all participants engaged with the game using their SGD for at least one turn, and two participants also engaged in emerging joint attention responses with the game and game's facilitator. This paper discusses these findings and contributes directions for future research, with suggestions for the design of future SGD-controlled games and exploration of social connection and collaboration between autistic children who use AAC and their caregivers, siblings, and peers. 

Abstract Millions of individuals who have limited or no functional speech use augmentative and alternative communication (AAC) technology to participate in daily life and exercise the human right to communication. While advances in AAC technology lag significantly behind those in other technology sectors, mainstream technology innovations such as artificial intelligence (AI) present potential for the future of AAC. However, a new future of AAC will only be as effective as it is responsive to the needs and dreams of the people who rely upon it every day. AAC innovation must reflect an iterative, collaborative process with AAC users. To do this, we worked collaboratively with AAC users to complete participatory qualitative research about AAC innovation through AI. We interviewed 13 AAC users regarding (1) their current AAC engagement; (2) the barriers they experience in using AAC; (3) their dreams regarding future AAC development; and (4) reflections on potential AAC innovations. To analyze these data, a rapid research evaluation and appraisal was used. Within this article, the themes that emerged during interviews and their implications for future AAC development will be discussed. Strengths, barriers, and considerations for participatory design will also be described.