The aim of this project is to address the crucial need for evidence-based information and accessible resources in supporting individuals with complex communication needs, particularly those utilizing augmentative and alternative communication (AAC) systems. 

This aim will be achieved by the following objectives:

1. Provide information on the various prompting and teaching techniques employed for teaching various communication modalities.

2. Provide how-to guides for the various teaching procedures that have been established with empirical research.

This module provides a valuable resource for educators working with individuals with complex communication needs, particularly those using augmentative and alternative communication (AAC) systems. Prompting, as a teaching procedure grounded in behaviour analytic principles, plays a crucial role in facilitating learning. It allows educators to scaffold students' communication skills effectively, ensuring that learners receive the right level of support tailored to their individual needs. By employing various prompting techniques, such as most-to-least and least-to-most prompting, educators can foster independence while simultaneously reinforcing communication abilities. This approach not only aids in skill acquisition but also contributes to a more inclusive classroom environment where all students can thrive.

In considering the evidence-based practices utilized across the reviewed studies, it's imperative to acknowledge the evolving nature of research and the potential for refinements in instructional approaches based on ongoing literature review. The studies explored a spectrum of evidence-based strategies, including methods such as differential reinforcement, prompting (both least-to-most and most-to-least), and time delay interventions, among others. These practices have demonstrated efficacy in facilitating skill acquisition and communication abilities in individuals with autism spectrum disorder (ASD) and other developmental disabilities (Ganz, 2015; Steinbrenner et al., 2020). However, as research continues to unfold, there may be advancements or adaptations in teaching and prompting strategies based on emerging evidence and refined methodologies (Light et al., 2019a, 2019b). Therefore, while the current evidence supports the utilization of these practices, it remains subject to potential updates or modifications informed by empirical findings and the synthesis of the literature. Continued research efforts are indispensable in ensuring that interventions remain aligned with the latest evidence and best practices to optimize outcomes for individuals with complex communication needs.