A comparison of two types of augmentative and alternative communication systems (iPad and PECS) for children with autism spectrum disorder: The benefits of integrating assistive technology into the ASD classroom.

摘要

Research has proven that integrating assistive technology into the special education setting, improves the educational experience, as well as maximizes the school environment by promoting greater independence and enhancing functional performance and success of students with autism spectrum disorder (ASD). Augmentative and alternative communication (AAC) interventions, specifically the iPad and PECS, are emerging treatments for ASD. The primary purpose of this study was designed to investigate these emerging treatments by comparing the effects on the rate of independent requesting on the use of two AAC systems, (1) a high-tech SGD communication system, an iPad installed with the application, "Proloquo2Go" and (2) a low-tech hand-held picture-based communication system, PECS, for students with ASD in their school setting, using a single-subject alternating treatment design (ATD). The results of this study indicated that the iPad produced a higher rate of independent requests per hour for all five student participants with ASD in their school setting. This study validates previous research and adds to the existing literature on the positive learning outcomes in communication facilitation with children autism spectrum disorder, who have speech and language impairments. In addition, it explores the many potential benefits of integrating assistive technology, specifically iPads, into the ASD classroom, that assist children with ASD to become successful in an ever-changing society and play an active role within the community.