title: Three children with autism spectrum disorder learn to perform a three-step communication sequence using an iPad®-based speech-generating device.
abstract: BACKGROUND
  Many children with autism spectrum disorder (ASD) have limited or absent speech and might therefore benefit from learning to use a speech-generating device (SGD). The purpose of this study was to evaluate a procedure aimed at teaching three children with ASD to use an iPad(®)-based SGD to make a general request for access to toys, then make a specific request for one of two toys, and then communicate a thank-you response after receiving the requested toy.
  
  
  METHODS
  A multiple-baseline across participants design was used to determine whether systematic instruction involving least-to-most-prompting, time delay, error correction, and reinforcement was effective in teaching the three children to engage in this requesting and social communication sequence. Generalization and follow-up probes were conducted for two of the three participants.
  
  
  RESULTS
  With intervention, all three children showed improvement in performing the communication sequence. This improvement was maintained with an unfamiliar communication partner and during the follow-up sessions.
  
  
  CONCLUSIONS
  With systematic instruction, children with ASD and severe communication impairment can learn to use an iPad-based SGD to complete multi-step communication sequences that involve requesting and social communication functions.
authors.affiliation: School of Educational Psychology, Victoria University of Wellington, Wellington, New Zealand.
authors.forename: Hannah
authors.initials: H
authors.lastname: Waddington
authors.affiliation: School of Educational Psychology, Victoria University of Wellington, Wellington, New Zealand. Electronic address: jeff.sigafoos@vuw.ac.nz.
authors.forename: Jeff
authors.initials: J
authors.lastname: Sigafoos
authors.affiliation: Department of Neuroscience and Sense Organs, University of Bari, Bari, Italy.
authors.forename: Giulio E
authors.initials: GE
authors.lastname: Lancioni
authors.affiliation: Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA.
authors.forename: Mark F
authors.initials: MF
authors.lastname: O'Reilly
authors.affiliation: School of Educational Psychology, Victoria University of Wellington, Wellington, New Zealand.
authors.forename: Larah
authors.initials: L
authors.lastname: van der Meer
authors.affiliation: School of Educational Psychology, Victoria University of Wellington, Wellington, New Zealand.
authors.forename: Amarie
authors.initials: A
authors.lastname: Carnett
authors.affiliation: School of Educational Psychology, Victoria University of Wellington, Wellington, New Zealand.
authors.forename: Michelle
authors.initials: M
authors.lastname: Stevens
authors.affiliation: School of Educational Psychology, Victoria University of Wellington, Wellington, New Zealand.
authors.forename: Laura
authors.initials: L
authors.lastname: Roche
authors.affiliation: School of Educational Psychology, Victoria University of Wellington, Wellington, New Zealand.
authors.forename: Flaviu
authors.initials: F
authors.lastname: Hodis
authors.affiliation: School of Educational Psychology, Victoria University of Wellington, Wellington, New Zealand.
authors.forename: Vanessa A
authors.initials: VA
authors.lastname: Green
authors.affiliation: School of Health Sciences, College of Education, University of Canterbury, Christchurch, New Zealand.
authors.forename: Dean
authors.initials: D
authors.lastname: Sutherland
authors.affiliation: Clinic for Autism Research, Evaluation, and Support, Texas State University, San Marcos, TX, USA.
authors.forename: Russell
authors.initials: R
authors.lastname: Lang
authors.affiliation: Institute of Physiology, Research Unit iDN-Interdisciplinary Developmental Neuroscience, IN:spired, Center for Physiological Medicine, Medical University of Graz, Graz, Austria.
authors.forename: Peter B
authors.initials: PB
authors.lastname: Marschik
mesh_terms: D002648:Child; D002659:Child Development Disorders, Pervasive / Q000150:complications*; D003147:Communication Disorders / Q000209:etiology* / Q000534:rehabilitation*; D006801:Humans; D007858:Learning; D055539:MP3-Player; D008297:Male; D013060:Speech; D016896:Treatment Outcome; D014584:User-Computer Interface
keywords: Augmentative and alternative communication; Autism spectrum disorders; Multi-step requesting; Social communication; Systematic instruction; iPad-based speech-generating device