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mainstream media reports of positive case stories, have increased client demand for speech-language pathologists to support the use of these devices. However, research investigating specific devices – as opposed to research examining the effectiveness of SGDs more broadly – has focused on only two communicative functions, two devices and two software applications. The evidence suggests that although some children with ASD indicate a preference for and are able to learn to use these devices to request highly motivating items or name pictures, some children will not demonstrate increased communication skills as a result of iPod ® or iPad ® -based interventions. Further research must continue to be undertaken to determine the effectiveness of new devices and software with AAC capabilities in supporting the development and generalisation of a range of communication skills. Notwithstanding the current limitations, there is preliminary empirical evidence that the use of mainstream technology such as the iPad ® and iPod ® may help some children with ASD to develop requesting and picture-naming skills. References Achmadi, D., Kagohara, D. M., van der Meer, L., O’Reilly, M. F., Lancioni, G. E., Sutherland, D., … Sigafoos, J. (2012). Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders. Research in Autism Spectrum Disorders , 6 , 1258–1264. Flores, M., Musgrove, K., Renner, S., Hinton, V., Strozier, S., Franklin, S., & Hill, D. (2012). A comparison of communication using the Apple iPad and a picture-based communication system. Augmentative and Alternative Communication , 28 , 74–84. Kagohara, D., van der Meer, L., Ramdoss, S., O’Reilly, M. F., Lancioni, G. E., Davis, T. N., … Sigafoos, J. (2013). Using iPods ® and iPads ® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities , 34 (1) 147–156. j.ridd.2012.07.027 Kagohara, D. M., van der Meer, L., Achmadi, D., Green, V. A., O’Reilly, M., Lancioni, G, E. … Sigafoos, J. (2012). Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices. Research in Autism Spectrum Disorders , 6 , 1224–1233. Kagohara, D., van der Meer, L., Achmadi, D., Green, V., Mulloy, A., Lancioni, G., … Sigafoos, J. (2010). Behavioural intervention promotes successful use of iPod-based communication device by adolescent with autism. Clinical Case Studies , 9 , 328–338. Koul, R. & Corwin, M. (2011). Augmentative and alternative communication intervention for persons with chronic severe aphasia: Bringing research to practice. EBP Briefs , 6 , 1–8. Retrieved from http://www. speechandlanguage.com/ebp/pdfs/EBPV6A2.pdf Mirenda, P., & Iacono, T. (Eds.) (2009). Autism spectrum disorders and AAC . Baltimore: Paul H. Brookes. Mirenda, P. (2003). Toward functional augmentative and alternative communication for students with autism: Manual signs, graphic symbols, and voice output communication aids. Language, Speech, and Hearing Services in Schools , 34 , 203–216.

• the potential influence of verbal prompts creates questions about the ability of participants to spontaneously request items; • the need for consideration of generalisation data (e.g., could participants demonstrate these skills with other adults or peers?). Clinical bottom line This study along with the other 7 identified studies (see Table 1) provide preliminary empirical evidence for the use of iPods ® or iPads ® to support the development of requesting and naming communication skills for children with ASD or developmental disabilities with ASD-like characteristics. Three studies compared the use of iPods ® / iPads ® with other AAC systems and reported that some children indicate a preference for using iPods ® compared to manual signs or picture exchange-based systems (e.g., van der Meer, Kagohara et al., 2012). It is important to remember that new mainstream electronic devices such as iPods ® or iPads ® provide a new and more affordable form of AAC. Thus, the research base and best practices in the use of AAC are still applicable to these devices. The use of AAC including SGDs with children with ASD has been investigated in many studies and summarised in journal articles (e.g., Mirenda, 2003) and books (e.g., Mirenda & Iacono, 2009), and clinicians should also consider findings from the broader AAC-autism literature when using iPods ® /iPads ® in practice. Issues for consideration A number of issues should form the basis for further research into the use of computer-based intervention for children with ASD. These issues are also relevant when considering whether to use iPods ® / iPads ® in a particular practice situation. For example: • What are the differences between the iPod ® and the iPad ® ? Is one device better suited to achieving the therapeutic goals sought? • What is/are the AAC system/s that provide the best fit for the developmental and communication needs of each child? • What new and evolving features are available with a range of personal electronic products developed by both Apple ® and other manufacturers (e.g., Samsung ® , HP ® and Dell ® )? • Does the use of SGDs such as iPods ® or iPads ® support the development of natural speech? • What applications will be used on the device? Seven of the identified studies used Proloquo2go™. A recent search of the Apps store™ revealed more than 100 apps aimed at supporting communication development were available. • Does consideration of child preferences during intervention result in improved communication outcomes? • What is the role of communication partners in supporting the emergence of more advanced forms of communication using AAC options (e.g., greetings and commenting)? Conclusion The accessibility and price of phone and tablet-based devices such as iPods ® and iPads ® , combined with

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JCPSLP Volume 15, Number 1 2013

Journal of Clinical Practice in Speech-Language Pathology