In research, augmentative and alternative communication (AAC) interventions have primarily focused on teaching children to make requests (Logan et al., 2017); however, AAC intervention should not stop there. There is a paucity of AAC intervention research targeting other communicative functions, despite there being a significant need to enhance children’s communication competence in a variety of social and educational contexts. The purpose of this study was to examine initial efficacy and feasibility of a narrative intervention delivered via AAC to children with autism. This study, which was preregistered at Open Science Framework (https://doi.org/10.17605/OSF.IO/29SFP), used a multiple baseline across participants design to investigate the effect of an AAC narrative intervention on the retelling skills of three children with autism, aged 6 to 9 years old. We measured the effect of the intervention on children’s inclusion and complexity of story grammar elements and the variety of symbols used to retell untrained stories during a baseline condition, just before each intervention session, immediately following each intervention session, and three weeks after the last intervention session. Parents completed a feasibility questionnaire and documented their children’s generalized use of AAC. The AAC narrative intervention improved children’s AAC retells, with ascending trends in the intervention condition and scores elevated above baseline after three weeks. Parents reported that they perceived the intervention to be appropriate, effective, enjoyable, and planned to use it themselves after the study. Generalized use of AAC outside of intervention sessions was documented for all three participants.
