Three children with autism spectrum disorder learn to perform a three-step communication sequence using an...

Area of Science:

• Augmentative and Alternative Communication (AAC)
• Developmental Psychology
• Speech-Language Pathology

Background:

• Children with autism spectrum disorder (ASD) often have limited speech, necessitating alternative communication methods like speech-generating devices (SGDs).
• This study evaluated a procedure to teach children with ASD a multi-step communication sequence using an iPad-based SGD.
• The sequence involved requesting toys and expressing gratitude.

Observation:

• A multiple-baseline across participants design was employed to assess the intervention's effectiveness.
• Systematic instruction incorporated least-to-most prompting, time delay, error correction, and reinforcement.
• Generalization and follow-up probes were conducted to evaluate maintenance and transfer of skills.

Findings:

• All three participating children with ASD demonstrated improvement in executing the communication sequence after intervention.
• The learned communication skills were maintained with an unfamiliar communication partner.
• Skills were also sustained during follow-up sessions, indicating long-term effectiveness.

Implications:

• Systematic instruction is effective in teaching children with ASD and severe communication impairments to use SGDs.
• Children can learn complex, multi-step communication sequences involving requesting and social functions.
• iPad-based SGDs can be valuable tools for enhancing communication in children with ASD.