Proloquo2Go Enhances Classroom Performance in Children With Autism Spectrum Disorder

Independent participation in academic settings is decreased for children who have limited speech and are diagnosed with autism spectrum disorder (ASD). The use of technology with children with ASD changes behavior, assists with making choices, and increases communication; however, no studies evaluat...

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Bibliographic Details
Published in:OTJR (Thorofare, N.J.) N.J.), 2019-07, Vol.39 (3), p.143-150
Main Authors: Collette, Debra, Brix, Alex, Brennan, Patricia, DeRoma, Nicole, Muir, Brittney C.
Format: Article
Language:English
Subjects:
Alternative technology
Autism
Autism Spectrum Disorders
Autistic children
Autistic Disorder - rehabilitation
Child
Children
Class Activities
Classrooms
Communication Aids for Disabled
Communications systems
Educational technology
Female
Humans
Learning Activities
Male
Occupational Therapy
Voice communication
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Summary:Independent participation in academic settings is decreased for children who have limited speech and are diagnosed with autism spectrum disorder (ASD). The use of technology with children with ASD changes behavior, assists with making choices, and increases communication; however, no studies evaluated its impact on performance or required support in classroom activities. The objective of this study was to determine whether an iPad with Proloquo2Go would increase independent activity/task performance and reduce required support for children with ASD, during classroom activities compared with no and other forms of technology (i.e., picture exchange communication system [PECS], SMARTBoard). The study compared the use of Proloquo2Go on the iPad to alternative technologies for performance in classroom activities in four children diagnosed with ASD. Using Proloquo2Go to respond to academic opportunities, children required less support than when using no technology, and equal support to when using a PECS or SMARTBoard. Proloquo2Go on the iPad can enhance academic occupational performance in adding voice output and a variety of response choices.
ISSN:1539-4492
1938-2383
DOI:10.1177/1539449218799451