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| The Use of Tablet Based Technology in Autism Intervention: Verbal Behavior and School Readiness |
| Saturday, May 23, 2015 |
| 1:00 PM–2:50 PM |
| 217C (CC) |
| Area: AUT; Domain: Applied Research |
| Chair: Matthew Tincani (Temple University) |
| Discussant: Matthew Tincani (Temple University) |
| CE Instructor: Elizabeth R. Lorah, Ph.D. |
| Abstract: This symposium will present recent research on the use of handheld computing technology in autism intervention and instruction. The first study will present data collect in terms of teacher fidelity and rate of the contrived mands across both the iPad as a speech-generating device and a picture based communication system. Additionally, teacher preference in terms of ease of use and general preference will be discussed. The second study will evaluate the use of the iPad as a speech-generating device in terms of a pliace-interverbal operant, in the answering of social questions- questions about personal information and personal preferences. The third study will evaluate the use of the iPad as a speech-generating device in terms of the acquisition of intraverbals in the form of animal sounds and its generalization to the natural environment. Finally, the use of the iPod and application Letter School to teach handwriting skills in three young children with autism will be described. Implications for future research in terms of powerful, portable, and readily available handheld technology in terms of autism will be discussed. |
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| Comparing Teacher Fidelity and Preference for a Communication Modality |
| D. RENEE SPEIGHT (University of Arkansas), Elizabeth R. Lorah (University of Arkansas), Alison Karnes (University of Arkansas) |
| Abstract: This study compared teacher implementation fidelity across the iPad as a speech-generating device and a picture based communication system, in terms of mand training with preschool aged students diagnosed with autism. Teachers were trained on the a) importance of mand training; b) how to contrive mands; c) prompting strategies; and d) data collection, across both methods of communication training. Procedural fidelity data were collected until teachers reached 100% fidelity across both methods of communication and students reached mastery criteria of 80% independence with both communication methods. Following the achievement of mastery criteria and questionnaire was administered to evaluate teacher preference for a communication modality. |
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| Evaluating the iPad as a Speech-Generating Device for the Answering of Social Questions |
| ELIZABETH R. LORAH (University of Arkansas), Kristan Elsken (University of Arkansas) |
| Abstract: This study evaluated the use of the iPad and application Proloqu2Go as a speech-generating device for the training of five social questions. Three school aged children with a diagnosis of autism participated in the study, which used a multiple-baseline across participants deign. The training procedure involving a five-second time delay, with full physical prompts. Following the training procedure participants acquired the ability to accurately and independently answer social questions using the iPad and application Proloqu2Go as a speech-generating device. Mastery criteria involved the discrimination between five pictures depicting answers to questions regarding personal information and likes (e.g., favorite toy), at or above 80%. |
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| The use of the iPad as a Speech-Generating Device to Teach Animal Sounds |
| ALISON KARNES (University of Arkansas), Elizabeth R. Lorah (University of Arkansas), Kristan Elsken (University of Arkansas) |
| Abstract: This study evaluated the use of the iPad and application Proloqu2Go in the development of intraverbal skills in school aged children with autism, using a multiple baseline design. The specific skill under investigation was the demonstration of animal sounds. The participants were recruited based on their limited intraverbal skills and lack of functional speech. Baseline data indicated the participants did not display the use of the iPad in correctly identifying animal sounds. In the teaching phase of the study, participants were taught to use the iPad to appropriately identify animal sounds, using a five-second-time delay, with full physical prompts training procedure. Once the participants met a mastery criterion of 80% accurate and independent responding, generalization was assessed during naturally occurring opportunities for the demonstration of animal sounds. |
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The Acquisition of Letter Writing using a Portable Multi-Media Player in Young Children with Developmental Disabilities |
| HOLLIE LAWLESS (University of Arkansas), Elizabeth R. Lorah (University of Arkansas), Ashley Parnell (University of Arkansas) |
| Abstract: This study investigated the use of the iPod Touch and the application Letter School in the acquisition of letter writing in three preschool aged children diagnosed with a developmental disability, using a multiple baseline across letters design. Additionally, the generalization of the acquisition of letter writing from the iPod Touch and stylus pen to paper and pencil was evaluated. Finally, participant preference for instruction using the iPod Touch with a stylus pen or paper and pencil was assessed. The results indicated that all three participants acquired the ability to write letters using a pencil and paper, following instruction using the iPod Touch and application Letter School. For two of the three participants instruction incorporating the iPod Touch and application Letter School was preferred, while one participant demonstrated a slight preference for paper and pencil instruction. |
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