Teaching multi-step requesting to children with autism spectrum disorder using systematic instruction and a speech-generating device

Abstract

The purpose of this study was to examine the effectiveness of an iPad-based speech-generating device (SGD) and an intervention package in teaching multi-step requesting to children with autism spectrum disorder (ASD). The intervention package comprised discrete trial teaching, time delay, graduated guidance, and reinforcement. Social validity data were also collected from parents and teachers. Three male participants with ASD, aged 4–5 years, participated in the study, which was conducted using a multiple-probe-across-participants design. Findings of the study showed that the SGD and the intervention package were effective in teaching multi-step requesting to all participants. Furthermore, the target skill was maintained and generalized to different materials and individuals. Social validity findings indicated that opinions of the mothers and teachers were positive. On the other hand, the father of one participant stated that he was concerned with possible negative effects of using tablet computers. The findings are discussed with regard to the parents’ opinions, and implications for practice and research.

Keywords:

• Autism spectrum disorder
• communication
• augmentative and alternative communication
• iPad-based speech-generating device
• requesting

Acknowledgements

This research was produced from the first author’s Ph.D. thesis, which was advised by Assoc. Prof. Dr. Onur Kurt at the Institute of Educational Sciences at Anadolu University. The authors are grateful to Esin Pektas-Karabekir for collecting reliability data in the study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 iPad and iPod are registered trademarks of Apple Inc., Cupertino, CA: www.apple.com.

2 The Dokun Konus application is a registered trademark. The application and accompanying website were developed by the authors of the current study.

Additional information

Funding

This research was supported by the Anadolu University Scientific Research Projects under Grant 1505E454 and The Scientific and Technological Research Council of Turkey under Grant 2214-A.