A Comparison of Communication Using the Apple iPad and a Picture-based System

Abstract

Augmentative and alternative communication (AAC) interventions have been shown to improve both communication and social skills in children and youth with autism spectrum disorders and other developmental disabilities. AAC applications have become available for personal devices such as cell phones, MP3 Players, and personal computer tablets. It is critical that these new forms of AAC are explored and evaluated. The purpose of this study was to investigate the utility of the Apple iPad™ as a communication device by comparing its use to a communication system using picture cards. Five elementary students with autism spectrum disorders and developmental disabilities who used a picture card system participated in the study. The results were mixed; communication behaviors either increased when using the iPad or remained the same as when using picture cards. The implications of these findings are discussed.

Supporting the Production of Graphic Symbol Combinations by Children with Limited Speech: A Comparison of Two AAC systems

“…All four participants reportedly enjoyed playing games on their parents" mobile phones, and it is possible that they therefore had a positive association with investigation precludes generalization of these findings, they are nevertheless encouraging, as an alignment in preferences between the person using the device and his/her team members seems to provide a good foundation for the implementation of the preferred AAC system. Team member preference for an iPad-based AAC system over a non-electronic AAC system were also reported in Flores et al (2012). The results are also in line with recent findings that children aged 9;0 to 12;11 had a more positive attitude towards a peer using an iPad-based text-to-speech application as compared to the same peer using a paper-based communication board (Horn 2014).…”

“…Performance using the device mostly did not predict preference. Two other studies comparing SGDs and non-electronic systems also investigated team perspectives regarding their preference of system (Flores et al 2012) or team perceptions of child preference (Boesch, Wendt, Subramanian and Hsu 2013). The perceptions of intervention teams and partners such as parents, teachers and therapists may also greatly influence the success and extend with which an AAC system is implemented, as partners play a critical role in supporting communication interactions of children using AAC, including the construction or programming, general management and implementation of aided AAC systems (Blackstone, Williams and Wilkins 2007;Kent-Walsh and McNaughton 2005;Light and Drager 2007).…”

Computer-Assisted Interventions for Students with Autism Spectrum Disorders within School-Based Contexts: A Quantitative Meta-Analysis of Single-Subject Research

“…Specifically, seven of the studies targeted social behaviors (Bernard-Opitz et al 2001;Cheng and Ye 2010;Hetzroni and Tannous 2004;Murdock et al 2013;Sansosti and Powell-Smith 2008;Simpson et al 2004;Whalen et al 2006), nine studies targeted behavioral skills (Ayres et al 2009;Bereznak et al 2012;Cihak et al 2010;Flores et al 2012;Hagiwara and Smith-Myles 1999;Mancil et al 2009;Mechling et al 2006Mechling et al , 2009Soares et al 2009), and 12 studies targeted academic skills (Bosseler and Massaro 2003;Coleman-Martin et al 2005;Ganz et al 2014;Hetzroni and Shalem 2005;Pennington 2010;Schlosser and Blischak 2004;Simpson and Keen 2010;Smith 2013;Smith-Myles et al 2007;Soares et al 2009;Yaw et al 2011). The computer-assisted interventions implemented within the studies ranged in length from 3 to 30 sessions.…”

The Changing Face of Augmentative and Alternative Communication: Past, Present, and Future Challenges

“…These mobile technologies are not simply speech prostheses; rather, they are multi-function devices that can offer options for not only communication, but also Internet access, education, social interaction, entertainment, gaming, and information access. Although we are starting to see research on the impact of mobile and tablet technologies (e.g., Flores et al, 2012), additional research to determine these effects is a priority.…”