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Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders |
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| Authors: | Donna Achmadi Debora M. Kagohara Larah van der Meer Mark F. O’Reilly Giulio E. Lancioni Dean Sutherland Russell Lang Peter B. Marschik Vanessa A. Green Jeff Sigafoos |
| Affiliation: | 1. Victoria University of Wellington, Wellington, New Zealand;2. Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA;3. University of Bari, Bari, Italy;4. University of Canterbury, Christchurch, New Zealand;5. Clinic for Autism Research, Evaluation, and Support, Texas State University – San Marcos, San Marcos, TX, USA;6. Medical University of Graz, Graz, Austria;1. Child and Adolescent Services Research Center, San Diego, California;2. University of California, San Diego;3. Rady Children’s Hospital, San Diego, California;4. San Diego State University, California;1. Department of Clinical and Health Psychology, Shahid Beheshti University, Tehran, Iran;2. Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran;3. Department of Developmental and Educational Psychology, Shahid Beheshti University, Tehran, Iran;4. Department of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran;3. Sir Run Run Shaw Hospital, Medical School of Zhejiang University, Hangzhou, China |
| Abstract: | We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention focused on teaching the students to navigate between two screen pages and complete a multi-step response sequence to request preferred stimuli. The second intervention aimed to teach the students to turn on and unlock the device prior to navigating to the correct screen pages. Teaching procedures included response prompting, prompt fading, and differential reinforcement. Results showed that both interventions were effective in teaching the respective operations. Learning advanced operation of the iPod-based SGD could be seen as one way to promote greater independence in using such devices for multi-step communication. |
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