Association for Behavior Analysis International

This symposium will offer a training protocol for the acquisition of verbal behavior using the iPad and application Proloqu2Go as a speech-generating device for children with autism. The protocol will be derived from a synthesis of recent studies evaluating the use of handheld technology as a speech-generating device in the acquisition of mand, tacts using carrier phrases, intraverbals, distance training, and discrimination between picture-symbols. Thus, this sequence will account for the full range of verbal behavior. Finally, practical considerations for the use of such devices as Augmentative and Alternative Communication System will be discussed.

This study evaluated the effects of within stimulus prompting and prompt fading strategies in the acquisition of a discrimination repertoire while using a tablet computer as a speech-generating device. Using a multiple probe, within a changing criterion design, a five-phased training procedure, four preschool aged children diagnosed with autism, were taught to discriminate between a progressively more complex field of picture-symbols, depicted on the screen of an iPad?, using the application Proloqu2Go. All four participants acquired the ability to discriminate between picture-symbols, while using the iPad? to mand for preferred items, in a field of four picture-symbols of preferred items. The results provide practitioners an effective procedure for the acquisition of such a repertoire, while using a handheld computing device as a speech-generating device.

This study evaluated a shaping procedure to teach distance communication training, to three preschool aged children with autism, using the iPad and application Proloquo2Go as a speech-generating device. All three participants had previous training on the use of the iPad and application Proloquo2Go as a speech-generating device and demonstrated the ability to independently mand using the device, using one symbol mands, while discriminating between a field of four picture symbols. Participants were first taught to mand for an item needed to complete a task related activity (e.g., a puzzle piece) with the device placed within three inches of him or her. The distance between the device and participant was then systematically increased to three feet and then to six feet. Each participant acquired the ability to travel from the location of the task, to the device, and then to the listener who was positioned within six inches of the task related activity (e.g., the puzzle) to a criterion of 80% independence across two consecutive sessions, requiring an average of four sessions before mastery. For two participants maintenance data were collected and this skill was demonstrated to maintain following seven days of training.

This study evaluated the use of the iPad and application Proloqu2Go as a speech generating device (SGD) for the acquisition of a tact (labeling) repertoire in three preschool aged children with Autism Spectrum Disorder or developmental delay. Additionally, discrimination between picture icons and sentence frames were investigated. Using a five second time delay, with full physical prompts, participants were taught to label four items using the carrier phrases "I see" and "I have". Following the acquisition of those frames in isolation, training on discriminating between those frames was introduced. The results indicate that the training procedures were effective for this purpose, thus contributing to the already existing literature on the use of handheld computing devices as SGD.

Powerful, portable, and readably available handheld computing technology has led to an increase in research investigating the use of such technology as a speech-generating device (SGD). The results of such research have been favorable and the use of such devices as a SGD has become common practice. However, despite this increased interest in such devices, little research has gone beyond the acquisition of a mand (i.e., requesting) repertoire. The focus of the current investigation sought to expand the preliminary evidence base for the use of devices such as the iPad? as a SGD, by evaluating its use on the acquisition of intraverbal responding in school aged children with autism, using a multiple baseline across responses design. To investigate this two-school aged children were taught using a five-second time delay with full-physical prompts to respond to an intraverbal statement regarding personal information, using the iPad? and application Proloqu2Go? as a SGD. The results of the study were favorable, as both children acquired the ability to respond to three different intraverbal statements.