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Three children with autism spectrum disorder learn to perform a three‐step communication sequence using an iPad ® ‐based speech‐generating device
Author(s) -
Waddington Hannah,
Sigafoos Jeff,
Lancioni Giulio E.,
O'Reilly Mark F.,
Meer Larah,
Carnett Amarie,
Stevens Michelle,
Roche Laura,
Hodis Flaviu,
Green Vanessa A.,
Sutherland Dean,
Lang Russell,
Marschik Peter B.
Publication year - 2014
Publication title -
international journal of developmental neuroscience
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.761
H-Index - 88
eISSN - 1873-474X
pISSN - 0736-5748
DOI - 10.1016/j.ijdevneu.2014.05.001
Subject(s) - autism spectrum disorder , generalization , autism , multiple baseline design , intervention (counseling) , psychology , social communication , sequence (biology) , computer science , audiology , speech recognition , developmental psychology , medicine , mathematics , psychiatry , biology , mathematical analysis , genetics
Background Many children with autism spectrum disorder (ASD) have limited or absent speech and might therefore benefit from learning to use a speech‐generating device (SGD). The purpose of this study was to evaluate a procedure aimed at teaching three children with ASD to use an iPad ® ‐based SGD to make a general request for access to toys, then make a specific request for one of two toys, and then communicate a thank‐you response after receiving the requested toy. Method A multiple‐baseline across participants design was used to determine whether systematic instruction involving least‐to‐most‐prompting, time delay, error correction, and reinforcement was effective in teaching the three children to engage in this requesting and social communication sequence. Generalization and follow‐up probes were conducted for two of the three participants. Results With intervention, all three children showed improvement in performing the communication sequence. This improvement was maintained with an unfamiliar communication partner and during the follow‐up sessions. Conclusion With systematic instruction, children with ASD and severe communication impairment can learn to use an iPad‐based SGD to complete multi‐step communication sequences that involve requesting and social communication functions.