Facilitating requesting skills using high-tech augmentative and alternative communication devices with individuals with autism spectrum disorders: A systematic review |
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| Institution: | 1. Department of Psychology, Swansea University, Swansea SA28PP, United Kingdom;2. Rehabilitation Institute, Southern Illinois University, Carbondale, Mailcode 4609, Carbondale, IL 62901, United States;3. School of Psychology, University College Dublin, Belfield, Dublin 4, Ireland;4. School of Psychology, University of South Wales, Pontypridd CF371DL, United Kingdom;1. Southern Illinois University-Carbondale, United States;2. Munroe-Meyer Institute, University of Nebraska Medical Center, United States;1. School of Educational Psychology, Victoria University of Wellington, Wellington, New Zealand;2. Department of Neuroscience and Sense Organs, University of Bari, Bari, Italy;3. Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA;4. School of Health Sciences, College of Education, University of Canterbury, Christchurch, New Zealand;5. Clinic for Autism Research, Evaluation, and Support, Texas State University, San Marcos, TX, USA;6. Institute of Physiology, Research Unit iDN-Interdisciplinary Developmental Neuroscience, IN:spired, Center for Physiological Medicine, Medical University of Graz, Graz, Austria;1. California State University, East Bay, Hayward, CA, United States;2. University of California, Berkeley, Berkeley, CA, United States;1. University of California-Los Angeles (UCLA) Semel Institute for Neuroscience and Human Behavior;2. Vanderbilt University;3. First Five Los Angeles;4. Speech, Language and Hearing Clinic, University of Utah;5. Kennedy Krieger Institute;6. University of Michigan |
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| Abstract: | We conducted a systematic review to identify research studies that utilised high-tech devices (e.g., smartphone technology) to teach functional requesting skills to individuals under the age of 16 with a diagnosis of autism spectrum disorder (ASD). We identified 16 studies that included a total of 46 participants. Speech generating devices were the most frequently employed mode of communication, the most frequently requested items were preferred food or toys, and the maximum number of target-requesting skills taught was eight. Research has tended to utilise the multiple baseline design or a variant thereof (e.g., a multiple-probe design). Overall, the intervention results were largely positive, suggesting that high-tech devices can be successfully implemented as augmentative and alternative communication (AAC) devices for individuals with autism. Further research is needed to evaluate the claims made about high-tech AAC devices in facilitating requesting skills in children with ASD. |
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| Keywords: | Augmentative alternative communication devices Requesting High-tech Technology Autism |
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