Skip to main content
Log in

Using iPads to Teach Communication Skills of Students with Autism

  • Brief Report
  • Published:
Journal of Autism and Developmental Disorders Aims and scope Submit manuscript

Abstract

The purpose of this study was to examine the effects of using an iPad to assist students with autism in learning communication skills. Three, 10 years old learners diagnosed with autism who present little or no functional speech, participated in the study. A multiple baseline design with AB phases across academic and social settings was used. During the baseline, students were given access to an iPad with the SonoFlex speech-generating device application, while no communicative attempts were observed. During the intervention, the students were taught to use the iPad to communicate with their teacher and peers for 6 weeks. With a least-to-most prompting hierarchy, all students increased initiating requests, responding to questions and making social comments in both class and recess settings.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

References

  • Asaro-saddler, K., & Saddler, B. (2010). Planning instruction and self-regulation training: Effects on writers with Autism spectrum Disorders. Exceptional Children, 77(1), 107–124.

  • Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 7(2), 447–456.

    Article  Google Scholar 

  • Blood, E. W., Johnson, J. W., Ridenour, L., Simmons, K., & Crouch, S. (2011). Using an iPod touch to teach social and self-management skills to an elementary student with emotional/behavioral disorders. Education and Treatment of Children, 34(3), 299–321.

    Article  Google Scholar 

  • Bondy, A., & Frost, L. (2002). A picture’s worth: PECS and other visual communication strategies in autism. Topics in autism. Bethesda, MD: Woodbine House.

    Google Scholar 

  • Kagohara, D. M., van, d. M., Achmadi, D., Green, V. A., O’Reilly, M. F., Lancioni, G. E., & Sigafoos, J. (2012). Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices. Research in Autism Spectrum Disorders, 6(3), 1224–1233.

  • Mazurek, M. O., & Kanne, S. M. (2010). Friendship and internalizing symptoms among children and adolescents with ASD. Journal of Autism and Developmental Disorders, 40, 1512–1520.

    Article  PubMed  Google Scholar 

  • Mineo, B. A., Peischl, D., & Pennington, C. (2008). Moving targets: The effect of animation on identification of action word representations. Augmentative and Alternative Communication, 24, 162–173.

    Article  PubMed  Google Scholar 

  • Mirenda, P. (2003). Toward functional augmentative and alternative communication for students with autism: Manual signs, graphic symbols, and voice output communication aids. Language, Speech, and Hearing Services in Schools, 34(3), 203–216.

    Article  Google Scholar 

  • National Research Councils (2001). Educating children with autism. In Lord, C., & McGee, J. P. (Eds.), Washington DC: National Academy Press.

  • Nind, M. (1999). Intensive interaction and autism: A useful approach? British Journal of Special Education, 26, 96–102.

    Article  Google Scholar 

  • Pilgrim, J., Bledsoe, C., & Reily, S. (2012). New technologies in the classroom. Delta Kappa Gamma Bulletin, 78(4), 16–22.

    Google Scholar 

  • Scruggs, T., Mastropieri, M., & Casto, G. (1987). The quantitative synthesis of single subject research. Remedial and Special Education, 8, 24–33.

    Article  Google Scholar 

  • Sennott, S., & Bowker, A. (2009). Autism, AAC, and Proloquo2Go. Perspectives on Augmentative and Alternative Communication, 18, 137–145.

    Article  Google Scholar 

  • Shane, H., Laubscher, E., Schlosser, R., Flynn, S., Sorce, J., & Abramson, J. (2012). Applying technology to visually support language and communication in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(6), 1228–1235.

    Article  PubMed  Google Scholar 

  • Tiegerman, E. (1993) Autism: learning to communicate. In D. K. Bernstein & E. Tiegerman (Eds.), Language and communication disorders in children, 3rd ed. New York: Macmillan Publishing Company.

  • Van der Meer., Sigafoos, J., O’Reilly, M. F., & Lancioni, G. E. (2011). Assessing preferences for AAC options in communication interventions for individuals with developmental disabilities: A review of the literature. Research in Developmental Disabilities: A Multidisciplinary Journal, 32(5), 1422–1431.

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Joy F. Xin.

Appendices

Appendix 1

See Fig. 4.

Fig. 4
figure 4

Vocabulary Screen for “Social Studies” context button

Appendix 2

See Table 5.

Table 5 Examples of context buttons and associated vocabulary words

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Xin, J.F., Leonard, D.A. Using iPads to Teach Communication Skills of Students with Autism. J Autism Dev Disord 45, 4154–4164 (2015). https://doi.org/10.1007/s10803-014-2266-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10803-014-2266-8

Keywords

Navigation