Evaluation of the iPad in the acquisition of requesting skills for children with autism spectrum disorder

King, Melissa L.; Takeguchi, Kazu; Barry, Shaina E.; Rehfeldt, Ruth Anne; Boyer, Valerie E.; Mathews, Therese L.

doi:10.1016/j.rasd.2014.05.011

Cited by 72 publications

(65 citation statements)

References 21 publications

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“…All had a diagnosis of autism. One study in the review included one participant with autism and a second participant with a developmental delay [8]. One study included three participants with autism and moderate cognitive disabilities [20].…”

Section: Description Of Study Participantsmentioning

confidence: 99%

Section: Skills Taught Using Ipad and Application(s)mentioning

confidence: 99%

“…First, for communication skills, four studies included an iPad-based speech-generating device to teach students with autism requesting skills, such as requesting the continuation of toy play [14], or teaching threestep communication sequences [8,17,20]. Three studies used a communication application called Proloquo2Go [8,14,17] and one study used a SonoFlex application [20]. Second, for teaching academic skills, three studies focused on math skills, such as numeracy [6], price comparison by using video modeling on an iPad [18], or improving math performance and increasing independent task completion through different applications such as a basic math skill app and Matching Game -My First Numbers app [13].…”

Section: Skills Taught Using Ipad and Application(s)mentioning

confidence: 99%

“…The most common communication skills included requesting skills, such as independent requests [8,20], independent vocal requests [8], general requests and specific requests [17]. A second requesting skill was responses such as reaching appropriately for a toy [14], striking trainer in response to being offered a toy [14], frequency of vocal responses [8], correct responses [8,14,17,20], and thank you responses [17]. The third requesting skill was comments, specifically thank you [20].…”

Section: Dependent Variable(s)mentioning

confidence: 99%

“…The second category related to engagement in literacy and math was literacy regarding checking spelling [7], the number of play dialogue utterances [10], independent correct responses on story analysis [15], unprompted correct responses to listening and comprehension questions [15]. Enhanced communication skills were also examined by studies targeting AAC users [8,9,16,14,15,17,20].…”

Section: Dependent Variable(s)mentioning

confidence: 99%

See 4 more Smart Citations

Effectiveness of the Use of iPads to Enhance Communication and Learning for Students with Autism: A Systematic Review

Alhajeri¹,

Anderson²,

Alant³

2017

IJTIE

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Section: Description Of Study Participantsmentioning

confidence: 99%

Section: Skills Taught Using Ipad and Application(s)mentioning

confidence: 99%

Section: Skills Taught Using Ipad and Application(s)mentioning

confidence: 99%

Section: Dependent Variable(s)mentioning

confidence: 99%

Section: Dependent Variable(s)mentioning

confidence: 99%

See 3 more Smart Citations

Effectiveness of the Use of iPads to Enhance Communication and Learning for Students with Autism: A Systematic Review

Alhajeri¹,

Anderson²,

Alant³

2017

IJTIE

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A pilot community‐based randomized comparison of speech generating devices and the picture exchange communication system for children diagnosed with autism spectrum disorder

2018

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A pilot community-based randomized controlled trial was conducted to compare the effects of the Picture Exchange Communication System (PECS) to a teaching sequence using a high-tech Speech Generating Device (SGD) to teach social communication behaviors. The two approaches were compared to evaluate the effectiveness of the newer, more hightech intervention using technology to improve social and communicative behavior of children diagnosed with Autism Spectrum Disorder. A total of 35 school-age children were randomized to either a high-tech (SGD device) or low-tech (PECS cards) form of Augmentative and Alternative Communication (AAC). Study participants received 4 months of communication training delivered in their classrooms, and the primary outcome measures of the trial were several functional communication skills emphasized in the PECS teaching sequence. Results indicated that both high-tech and low-tech AAC approaches resulted in significant improvements in communication, and that these improvements did not differ significantly between the two approaches. These findings support the use of high-tech AAC, and highlight the need for evidence-based guidelines for its use as well as evaluation with individuals with a range impairments and disabilities.Lay Summary: This study compared the effectiveness of a free and open-source app for teaching social and communicative behavior to children with autism spectrum disorder (ASD) to traditional picture card approaches. Thirty-five children with ASD were randomized to a picture card or app-based intervention and both treatment approaches resulted in significant improvements in social and communicative behavior. These data indicated that both "high-tech" and "low-tech" interventions were effective for improving behavior and that there was not a significant difference between the two approaches.

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Teaching caregivers to implement mand training using speech generating devices

Suberman

Cividini‐Motta

2019

J of App Behav Analysis

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Individuals with developmental disabilities often do not develop vocal repertoires, thus requiring the use of augmentative devices. Teaching caregivers to conduct communication training with their children may be one way to foster communication with their device in the natural environment. This study replicates Rosales, Stone and Rehfeldt (2009), but using an augmentative device. Behavioral skills training was used to teach caregivers to implement mand training procedures. Caregivers quickly learned to implement mand training with their children and independent mands increased from pretraining to posttraining observations for 2 out of 3 children.

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Evaluation of the iPad in the acquisition of requesting skills for children with autism spectrum disorder

Cited by 72 publications

References 21 publications

Effectiveness of the Use of iPads to Enhance Communication and Learning for Students with Autism: A Systematic Review

Effectiveness of the Use of iPads to Enhance Communication and Learning for Students with Autism: A Systematic Review

A pilot community‐based randomized comparison of speech generating devices and the picture exchange communication system for children diagnosed with autism spectrum disorder

Teaching caregivers to implement mand training using speech generating devices

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