**7. Conclusion**

Although subject 2 demonstrates he prefers to interact with the equipment on his own, he also starts participating in scenes of joint attention in the mediated actions. In some few instances, he initiates interactions with the other subjects spontaneously. It is possible to notice the verbalization of some isolated words and that he accepts being touched and demonstrates

Subject 3, through mediating actions accepts touch and demonstrates affection through kisses and hugs. Aggression is only expressed when he feels some pain. His interactions with the object increase and he starts participating in some mediating actions with the researcher. Only one word was said after great insistence, but the symbols of alternative communication start

being understood, which is likely to contribute to his way of communication soon.

**Figure 6.** the use of SCALA with subjects with autism in the tablet and a board with symbols

The first image of Figure 3 shows one of the subjects interacting with AC software – SCALA. The second shows a board constructed with the software and meant to be used in the mediated

Apart from the work in the laboratory, mothers were asked to use alternative communication at home. As needs came up, mothers turned to us and together we constructed boards. A tablet was purchased by two families (subjects 1 and 2), so the children started using it in family contexts too. As for schools, the teachers of subjects 1 and 2 have requested some boards to use in that environment too, but we perceived a lack of understanding about how to integrate AC in the school context. Therefore, we are providing two training courses, for teachers and

The results referred here are preliminary as the project stretches until 2013. However, they are consistent with previous research [27, 33, 50, 63] showing relevant outcomes for the social and

actions. The third image is a board adopting low-technology with printed material.

affection through hugs and kisses.

674 Recent Advances in Autism Spectrum Disorders - Volume I

assistants and for the school team.

To sum up, it is important to highlight that developing assistive technology for alternative communication as proposed in this chapter, that is with Context-Centered Design, implicates a multidimensional process involving technological innovations, pedagogic mediation, cultural practices and contexts, as well as, specific formations pervaded by critical analysis to favor the creation of new technologies with differentiated theoretical and methodological proposals.

The introduction of alternative communication can go far beyond the specialized spaces in the scope of Health and Education, such as the rooms of multifunctional resources12, for instance. For those who need it, alternative communication is a tool to be used in varied social spaces and systematically in daily life.
