Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders

We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention focused on teaching the students to navigate between two screen pages and complete a multi-step response sequence to request preferred stimuli. The second intervention aimed to teach the students to turn on and unlock the device prior to navigating to the correct screen pages. Teaching procedures included response prompting, prompt fading, and differential reinforcement. Results showed that both interventions were effective in teaching the respective operations. Learning advanced operation of the iPod-based SGD could be seen as one way to promote greater independence in using such devices for multi-step communication.

► Two adolescents with ASD learned to use an iPod Touch® to request preferred stimuli.
► The students learned a multi-step requesting sequence.
► The students also learned to turn on and unlock the device.
► Learning these advanced operations increased their independent use of the iPod Touch®.