Two Article Reviews: Using Assistive Technology Communication Devices and Solutions for Preschoolers with ASD
By: Teresa Loos, EC-SEAT scholar
Increasing numbers of children are being diagnosed with autism spectrum disorder (ASD) and need a sustainable way to meet their challenges, such as communication, to succeed in the world. Chances are an individual no matter what the age is will interact with someone with ASD. According to the Centers for Disease Control and Prevention's estimate, the prevalence rate of ASD has increased considerably over the past decade and is rising from1 in 88 children in 2012 to 1 in 68 in 2014 (ADDM, 2016). The Autism and Developmental Disabilities Network (ADDM) (2016) estimates are based on surveys collected from 11 communities in 2010 and 2012.
It is important to become familiar with methods and strategies that will help individuals with ASD learn, interact, and lead successful lives. There are many research studies on the most successful assistive technology strategies for communication for preschool age children with ASD, specifically with the iPad and Picture ExchangeSystem (PECS).
Boyd, T. K., Hart Barnett, J. E., & More, C. M. (2015). Evaluating iPad Technology for Enhancing Communication Skills of Children With Autism Spectrum Disorders. Intervention In School & Clinic, 51(1), 19-27.
One of the most popular assistive technology communication tool is the iPad. Research shows there are five considerations that must be reviewed: ability to customize, motor skills to operate the iPad, resources and time for intervention, research and evidence for the applications, and the cost (Boyd, Barnett, More, 2015, p. 19). iPads are viewed as “less stigmatizing,” adaptable to fit the needs of a child’s personality or skills, and beneficial to all students on the spectrum in different ways (Boyd, et al., 2015, p. 19). iPads are also more portable and easily accessible with growing technology. However, many teachers do not have proper training working with students with ASD, let alone iPad intervention. The iPad also has more accessibility with apps and modification settings that can be unique to the child’s needs such as making text larger, fixating sensitivity for scrolling, pictures, and more. Studies report that “there is no set procedure for teaching children with ASD how to operate and communicate with an iPad” (Boyd, et al., 2015, p. 22). Unlike the PECS that has been around for a longer period of time and has a certain procedure and training, the iPad is so diverse that it does not come with specific instructions. However, a survey was performed and resulted as parents and teachers feeling more comfortable using an iPad as a communication strategy because it is more familiar to them and there is not as much preparation for the usage (Boyd, et. al., 2015, p. 23). The conclusion was made that iPads are “new to the education field” and are “constantly being updated” and changing (Boyd, et. al., 2015, p. 24). This tool has seen success in communication skills for children with ASD but research about implementation for the iPad and considerations for applying this strategy must be taken into consideration (Boyd, et. al., 2015, p. 24).
Hill, D. A., & Flores, M. M. (2014). Comparing the Picture Exchange Communication System and the iPad™ for Communication of Students with Autism Spectrum Disorder and Developmental Delay. Techtrends: Linking Research And Practice To Improve Learning, 58(3), 45-53.
When reading another research article comparing the PECS system and iPad, it was showed that the PECS system worked better for younger children while the iPad was for more advanced communicators that have the mobility. The study also recommends PECS phases 1-3 be mastered before the iPad is introduced (Hill, et. al., 2014, p. 52). The research article also mentioned that each child is unique with individual needs and may depend on the child’s motivation and individual preferences. Autism is a spectrum disorder, meaning the diagnoses are broad with high-functioning and low-functioning individuals. Each child with ASD is drastically different and can use assistive technology in different ways. The PECS system seemed to work better with younger children who are just starting to communicate with assistive technology. The iPad was helpful to those students that have the motor development, were older, and were accustomed to using high-tech technology. Video modeling is also another strategy mentioned that can be used before introducing a new concept or the iPad. There is a need for better research on implementing assistive technology strategies for children with ASD. However, success with assistive technology with preschool-age children with ASD is a possible outcome.
References:
ADDM. (2016). Autism spectrum disorder: Autism and Developmental Disabilities Monitoring (ADDM) Network. https://www.cdc.gov/ncbddd/autism/addm.html.
Boyd, T. K., Hart Barnett, J. E., & More, C. M. (2015). Evaluating iPad Technology for Enhancing Communication Skills of Children With Autism Spectrum Disorders. Intervention In School & Clinic, 51(1), 19-27. doi:10.1177/1053451215577476
Caballero, A., Connell, J.E. (2010). Evaluation of the Effects of Social Cue Cards for Preschool Age Children with Autism Spectrum Disorders (ASD). Journal of Behavior Assessment & Intervention in Children, 1(1), 25-42.
Copple, K., Koul, R., Banda, D., & Frye, E. (2015). An examination of the effectiveness of video modelling intervention using a speech-generating device in preschool children at risk for autism. Developmental Neurorehabilitation, 18(2), 104-112. doi:10.3109/17518423.2014.880079
Gevarter, C., O’Reilly, M. F., Rojeski, L., Sammarco, N., Sigafoos, J., Lancioni, G. E., & Lang, R. (2014). Comparing acquisition of AAC-based mands in three young children with autism spectrum disorder using iPad® applications with different display and design elements. Journal Of Autism And Developmental Disorders, 44(10), 2464-2474. doi:10.1007/s10803-014-2115-9
Hill, D. A., & Flores, M. M. (2014). Comparing the Picture Exchange Communication System and the iPad™ for Communication of Students with Autism Spectrum Disorder and Developmental Delay. Techtrends: Linking Research And Practice To Improve Learning, 58(3), 45-53.
About Teresa: My name is Teresa Loos. I grew up in Merrimac, MA but now live in Newmarket, NH. I love to paint, read, play sports, listen to music, and spend time with family and friends. I am in the Accelerated Masters Early Childhood Program with special needs option at UNH as well as an ECSEAT scholar. I have been working with children infancy through 6th grade for eight years in various settings. I have worked in after school programs, child care centers, and public schools. Currently, I am a pre-k teacher at Growing Places in Lee, NH for my 4th year. I am also interning in the preschool room in Deerfield, NH and Child and Family Services in Exeter, NH.
Increasing numbers of children are being diagnosed with autism spectrum disorder (ASD) and need a sustainable way to meet their challenges, such as communication, to succeed in the world. Chances are an individual no matter what the age is will interact with someone with ASD. According to the Centers for Disease Control and Prevention's estimate, the prevalence rate of ASD has increased considerably over the past decade and is rising from1 in 88 children in 2012 to 1 in 68 in 2014 (ADDM, 2016). The Autism and Developmental Disabilities Network (ADDM) (2016) estimates are based on surveys collected from 11 communities in 2010 and 2012.
It is important to become familiar with methods and strategies that will help individuals with ASD learn, interact, and lead successful lives. There are many research studies on the most successful assistive technology strategies for communication for preschool age children with ASD, specifically with the iPad and Picture ExchangeSystem (PECS).
Boyd, T. K., Hart Barnett, J. E., & More, C. M. (2015). Evaluating iPad Technology for Enhancing Communication Skills of Children With Autism Spectrum Disorders. Intervention In School & Clinic, 51(1), 19-27.
One of the most popular assistive technology communication tool is the iPad. Research shows there are five considerations that must be reviewed: ability to customize, motor skills to operate the iPad, resources and time for intervention, research and evidence for the applications, and the cost (Boyd, Barnett, More, 2015, p. 19). iPads are viewed as “less stigmatizing,” adaptable to fit the needs of a child’s personality or skills, and beneficial to all students on the spectrum in different ways (Boyd, et al., 2015, p. 19). iPads are also more portable and easily accessible with growing technology. However, many teachers do not have proper training working with students with ASD, let alone iPad intervention. The iPad also has more accessibility with apps and modification settings that can be unique to the child’s needs such as making text larger, fixating sensitivity for scrolling, pictures, and more. Studies report that “there is no set procedure for teaching children with ASD how to operate and communicate with an iPad” (Boyd, et al., 2015, p. 22). Unlike the PECS that has been around for a longer period of time and has a certain procedure and training, the iPad is so diverse that it does not come with specific instructions. However, a survey was performed and resulted as parents and teachers feeling more comfortable using an iPad as a communication strategy because it is more familiar to them and there is not as much preparation for the usage (Boyd, et. al., 2015, p. 23). The conclusion was made that iPads are “new to the education field” and are “constantly being updated” and changing (Boyd, et. al., 2015, p. 24). This tool has seen success in communication skills for children with ASD but research about implementation for the iPad and considerations for applying this strategy must be taken into consideration (Boyd, et. al., 2015, p. 24).
Hill, D. A., & Flores, M. M. (2014). Comparing the Picture Exchange Communication System and the iPad™ for Communication of Students with Autism Spectrum Disorder and Developmental Delay. Techtrends: Linking Research And Practice To Improve Learning, 58(3), 45-53.
When reading another research article comparing the PECS system and iPad, it was showed that the PECS system worked better for younger children while the iPad was for more advanced communicators that have the mobility. The study also recommends PECS phases 1-3 be mastered before the iPad is introduced (Hill, et. al., 2014, p. 52). The research article also mentioned that each child is unique with individual needs and may depend on the child’s motivation and individual preferences. Autism is a spectrum disorder, meaning the diagnoses are broad with high-functioning and low-functioning individuals. Each child with ASD is drastically different and can use assistive technology in different ways. The PECS system seemed to work better with younger children who are just starting to communicate with assistive technology. The iPad was helpful to those students that have the motor development, were older, and were accustomed to using high-tech technology. Video modeling is also another strategy mentioned that can be used before introducing a new concept or the iPad. There is a need for better research on implementing assistive technology strategies for children with ASD. However, success with assistive technology with preschool-age children with ASD is a possible outcome.
References:
ADDM. (2016). Autism spectrum disorder: Autism and Developmental Disabilities Monitoring (ADDM) Network. https://www.cdc.gov/ncbddd/autism/addm.html.
Boyd, T. K., Hart Barnett, J. E., & More, C. M. (2015). Evaluating iPad Technology for Enhancing Communication Skills of Children With Autism Spectrum Disorders. Intervention In School & Clinic, 51(1), 19-27. doi:10.1177/1053451215577476
Caballero, A., Connell, J.E. (2010). Evaluation of the Effects of Social Cue Cards for Preschool Age Children with Autism Spectrum Disorders (ASD). Journal of Behavior Assessment & Intervention in Children, 1(1), 25-42.
Copple, K., Koul, R., Banda, D., & Frye, E. (2015). An examination of the effectiveness of video modelling intervention using a speech-generating device in preschool children at risk for autism. Developmental Neurorehabilitation, 18(2), 104-112. doi:10.3109/17518423.2014.880079
Gevarter, C., O’Reilly, M. F., Rojeski, L., Sammarco, N., Sigafoos, J., Lancioni, G. E., & Lang, R. (2014). Comparing acquisition of AAC-based mands in three young children with autism spectrum disorder using iPad® applications with different display and design elements. Journal Of Autism And Developmental Disorders, 44(10), 2464-2474. doi:10.1007/s10803-014-2115-9
Hill, D. A., & Flores, M. M. (2014). Comparing the Picture Exchange Communication System and the iPad™ for Communication of Students with Autism Spectrum Disorder and Developmental Delay. Techtrends: Linking Research And Practice To Improve Learning, 58(3), 45-53.
About Teresa: My name is Teresa Loos. I grew up in Merrimac, MA but now live in Newmarket, NH. I love to paint, read, play sports, listen to music, and spend time with family and friends. I am in the Accelerated Masters Early Childhood Program with special needs option at UNH as well as an ECSEAT scholar. I have been working with children infancy through 6th grade for eight years in various settings. I have worked in after school programs, child care centers, and public schools. Currently, I am a pre-k teacher at Growing Places in Lee, NH for my 4th year. I am also interning in the preschool room in Deerfield, NH and Child and Family Services in Exeter, NH.
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