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Teaching a Student With Autism Spectrum Disorder On-Topic Conversational Responses With an iPad: A Pilot Study*

Published online by Cambridge University Press:  13 July 2016

Cheong Ying Sng ,
Mark Carter  and
Jennifer Stephenson
Cheong Ying Sng*
Affiliation:
Macquarie University, Australia
Mark Carter
Affiliation:
Macquarie University, Australia
Jennifer Stephenson
Affiliation:
Macquarie University, Australia
*
Correspondence: Cheong Ying Sng, Macquarie University Special Education Centre, Building X5A, Macquarie University, NSW 2109, Australia. Email: ying.sng@mq.edu.au
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Abstract

Scripts in written or auditory form have been used to teach conversational skills to individuals with autism spectrum disorder (ASD), but with the proliferation of handheld tablet devices the scope to combine these 2 formats has broadened. The aim of this pilot study was to investigate if a script-based intervention, presented on an iPad conversational app, would be effective in teaching basic conversation skills within a school setting. A multiple baseline with probe design across scripts was employed to teach a student with ASD on-topic responses. Experimental control was demonstrated across 2 of the 3 baselines. Surprisingly, a substantial degree of generalisation was evident, which may have compromised demonstration of experimental control. This app may be a practical and effective tool for teaching on-topic responses to an individual with ASD, and further research is warranted.

Keywords

iPadscriptsconversationtablet deviceautism spectrum disorder
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 41 , Issue 1 , July 2017 , pp. 18 - 34
Copyright
Copyright © The Author(s) 2016 

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Footnotes

*

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

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