The Effects of Systematic Instruction in Teaching Multistep Social-Communication Skills to Children with Autism Spectrum Disorder Using an iPad

Nouf M. Alzrayer, Devender R. Banda, Rajinder K. Koul

Research output: Contribution to journalArticle

Abstract

Objective: Tablets have successfully been used with individuals with autism spectrum disorder (ASD) and other developmental disabilities to request preferred items, label objects, share information, and engage in social interactions. However, there are limited data on the efficacy of utilizing such devices to teach multistep social-communication skills. Method: We used nonconcurrent multiple baseline design across behaviors to examine the effectiveness of systematic instruction on teaching multistep social-communication skills using an iPad® loaded with Proloquo2Go™. Three children between the ages of 7 and 10 years diagnosed with ASD and other developmental disabilities participated in the study. Results: To varying degrees, the participants were successful in using the iPad® to perform a multistep sequence in requesting, saying “thank you,” and answering personal questions. Procedural modifications were made during the intervention phase for two participants so that they were able to acquire social-communication skills using AAC. Conclusions: The findings indicate that systematic instruction is effective in developing advanced social-communication skills.

Original languageEnglish
Pages (from-to)415-429
Number of pages15
JournalDevelopmental Neurorehabilitation
Volume22
Issue number6
DOIs
StatePublished - Aug 18 2019

Keywords

  • Autism spectrum disorder
  • augmentative alternative communication
  • iPad/iPod
  • multistep social-communication skills
  • tablet-based speech-generating devices

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