Comparing the Picture Exchange Communication System and the iPad™ for Communication of Students with Autism Spectrum Disorder and Developmental Delay

Both picture exchange, a low-tech picturebased communication system, and technologybased interventions, such as the iPad™ with communication application, are emerging treatments for students with autism spectrum disorder (ASD), according to the National Autism Center (2009). Recently, investigations...

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Bibliographic Details
Published in:TechTrends 2014-05, Vol.58 (3), p.45-53
Main Authors: Hill, Doris Adams, Flores, Margaret M.
Format: Article
Language:English
Subjects:
Applied Behavior Analysis
Assistive Technology
Augmentative and Alternative Communication
Autism
Behavior Patterns
Communication Skills
Communication Strategies
Developmental Delays
Education
Educational Technology
Elementary School Students
Extended School Year
Handheld computers
Handheld Devices
Individualized Education Programs
Individualized Instruction
Language Acquisition
Learning and Instruction
Pervasive Developmental Disorders
Pictorial Stimuli
Preschool Children
Skill Development
Special Education
Students with Disabilities
Teaching Methods
Technology adoption
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Summary:Both picture exchange, a low-tech picturebased communication system, and technologybased interventions, such as the iPad™ with communication application, are emerging treatments for students with autism spectrum disorder (ASD), according to the National Autism Center (2009). Recently, investigations regarding the use of the Apple iPad™ to communicate have been conducted with mixed results. The authors used a single-subject alternating treatment design during an extended school year (ESY) program for students with disabilities to compare the independent use and effectiveness of the two approaches (low-tech picture-based versus iPad™ equivalent) for three pre-school and two elementary students with ASD and developmental delay (DD). The authors concluded that teaching low-tech picture exchange prior to introducing the iPad™ may be effective progression in teaching communication reciprocity skills for some students with ASD/DD. Limitations and strengths of both technologies are discussed.
ISSN:8756-3894
1559-7075
DOI:10.1007/s11528-014-0751-8