**3. Alternative communication: Methodology and resource in an approach to autism**

Alternative communication (AC) in one of the most important areas within the field known as Assistive Technology. It encompasses technical aids for communication, be it to comple‐ ment, supplement or provide alternatives to make the communicative process happen.

There are several systems of AC. These provide a vast repertoire of representative elements, such as photographs, drawings and pictograms. Support for those systems may require either low (concrete material) or high (computational systems) technological devices. The importance of AC lies in the communicative strategies and techniques to promote subjects' autonomy for communicative instances so; it is secondary whether support is mediatic or not.

Given the impact language development on human development, subjects presenting deficits in communication can benefit from the use of AC systems as application of techniques and technology go beyond its instrumental character to enhance the development of abilities to use linguistic symbols intentionally. Considering that in the case of autism, communication deficits may exhibit alterations in language use, form or content in pragmatic level, and to a lesser extent, in syntactic, morphosyntactic, phonological or phonetic level, the importance of employing an AC system is more concerned with adequate reception and production proc‐ esses, and those play an inter-related role [28].

Although the use of AC dates from the 90s, researches are recent. One of the first works was the adaptation and standardization of the PECS [29, 30]. It is also worthy of note the research on language development and meaning construction supported by AC with three children with autism [31], which revealed relevant outcomes.

Other positive outcomes of the studies above include gains in communication and moti‐ vation. Such correlations are often observed in a structured and communicative environ‐ ment supported by technology and organized for interventions with subjects with autism [27]. Even when more guided [38] or more flexible [45] softwares are employed, results are productive. Such outcome could be traced back to the pedagogical strategy adopted by the teacher, who acts as a more experienced partner because the use of computers, particularly in virtual learning environments designed to adapt to the subject's interests and needs, becomes relevant and important tools of mediation as advocated under a so‐

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Once strategies are added to the flexibility, adaptation and complexification processes inherent to digital technologies, they help to promote sociocognitive development of participants. Nevertheless, it is necessary to establish strategies for different learning environments, learning situations and subjects in interaction so that the introduction of technology can contribute with its qualitative differential for the enhancement of social interaction of subjects with autism [46]. In doing so, researches corroborate that the use of technologies can help

Mobile devices also represent a possibility for the use of applications to assist users as well. Their utility extends into day by day activities as they are easy to handle, can be used in different places and allow connectivity to other devices. Connectivity in particular can be quite useful to enable communication and learning in groups and, as a consequence, can help foster

On sociability, a recent study with high functioning autism and Asperger's syndrome adults users of online social networks has found that the structuring features of comput‐ er-mediated communication (CMC) help and promote their participation in social interac‐ tional processes [49]. Similar results have been identified in a study focusing chat room interaction [27]. In addition, a research by [50] highlights that engagement in mediated communication may not only foster participation, but also enhance learning of social rules of turn taking and dialog maintenance when supported by intelligent computation‐ al systems. Despite the likely advantages of CMC, it is important to consider its poten‐ tial limitations and complications when it intensifies problems associated with trust,

Turn-taking, which underlies unstructured social talk, poses a challenge which can be even greater if some sensorial hypersensibility (to lights, sounds, smell and touch) is associated with the syndrome. In those cases, communication controlled by a computational device may play a role in the maintenance of social relationship and management of feelings of loneliness and

Adults with Asperger's may reveal intense isolation and difficulties to initiate social in‐ teraction [53]. They often lack a model of behavior socially acceptable and, as a result, may behave in a way that impacts their communication with other people negatively. Hence, alternative means of communication, like CMC, and other platforms easily availa‐

ciohistorical conception [3].

people with autism communicate and interact [47].

secrecy, inflexibility and perspectivation [51].

depression [52].

the integration of subjects in their social environment [48].

More recent studies [32, 33, 34, 35] have involved the use of AC with Global Development Disorders (autism and Cornelia-Lange's syndrome). Those studies have also come to impor‐ tant results, particularly, when AC processes are supported by digital technologies.

According to the studies cited above, there is significant improvement in communication processes both in enunciation and pragmatics for subjects with autism when an AC sys‐ tem acts as tool of mediation between subjects in interaction. We believe that when AC is adapted to the needs of subjects with autism, it serves as a factor of facilitation and proximity because it contributes with an alternative for communication and establishes a "bridge" between people.

AC systems may function as bridge for human communication. However, it cannot be naively assumed that a technological support can stand on its own. On the contrary, an AC resource must be clearly founded on a methodology epistemologically grounded. The AC system presented in the following session (SCALA) is constituted of technological, human and social elements which are interwined to build an integral relationship, as highlighted by a researcher when stating that "[*...*] *more important than [...] any resource to intermediate dialogue, it is time, attention to listen and dedication granted to one another*" [36] (p. 139).

Two versions of SCALA have been developed by our team: web and tablet. Development has started in 2009 and the version for tablets is currently undergoing experimentation in a study with three children aged 4 diagnosed with autism.
