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42 JCPSLP Volume 15, Number 1 2013 Journal of Clinical Practice in Speech-Language Pathology
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.
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