Teaching Children with Autism Spectrum Disorder to Answer Questions Using an iPad-Based Speech-Generating Device.

Researchers taught two children with autism to answer questions using an iPad communication app. They used a step-by-step teaching method that included physical guidance, practice sessions, waiting for responses, and rewards. Both children learned to answer questions and kept using these skills weeks later, even in new places. Teachers who hadn't used iPad communication tools before found them helpful and practical for teaching communication.

This study evaluated a systematic instruction package for teaching two children with autism to answer questions using an iPad-based speech-generating device (SGD). The intervention combined graduated guidance, discrete trial teaching, time delay, and reinforcement strategies. Using a multiple probe across behaviors design, both children successfully acquired question-answering skills. Skills maintained at follow-up assessments conducted at one, three, and five weeks post-intervention, and generalized to novel settings and related skills.

Teachers without prior SGD experience found the approach effective and feasible for communication instruction, supporting the practical applicability of this intervention approach.

Results suggest systematic instruction combining multiple evidence-based strategies can effectively teach iPad-based communication skills to children with autism. The approach shows promise for educational implementation given teacher acceptability and skill maintenance.

Very small sample size (n=2) limits generalizability. Study design details and participant characteristics not fully specified in abstract. Long-term maintenance beyond five weeks unknown. Generalization assessment specifics unclear.

This study investigated whether a systematic instruction package was effective in child acquisition of question answering using an iPad-based speech generating device (SGD). The study was conducted with two children with autism using a multiple probe across behaviors design. Results demonstrated that the systematic instruction package consisting of graduated guidance, discrete trial teaching, time delay, and reinforcement resulted in acquisition of answering all questions. Follow-up data were collected one, three, and five weeks after instruction ended.

For all participants, skills maintained during follow-up and generalized to novel settings and skills. Social validity data were also collected and indicated that teachers without experience using SGDs found them to be effective and feasible for teaching communication skills.