Effects of iPod Touch(TM) Technology as Communication Devices on Peer Social Interactions across Environments

Headnote

Abstract: The purpose of the study was to evaluate the use of the iPod Touch(TM) as a Speech Generated Device (SGD) for Functional Communication Training (FCT). The evaluation of the effects on problem behavior, the effects on generalization and maintenance of the acquired communication repertoire, and the social initiations of peers between the new SGD (iPod Touch(TM)) and traditional devices were conducted. The study demonstrated that the iPod Touch(TM) produces higher levels of peer interactions when compared to the Dynavox. These effects maintained and generalized for all three participants. Additionally, the use of the iPod Touch(TM) as a SGD is effective for the use of FCT. Finally, the study offered support for the social validity of the use of the iPod Touch(TM) and application GoTalk as a SGD, as all teachers and student participants demonstrated preference for the device when compared to the Dynavox as a SGD.

Addressing communication for children with autism is a top clinical and educative priority, as the inability to functionally communicate may lead to the demonstration of problem behavior (Mancil & Boman, 2010). Communication deficits can range from a person who is completely non-vocal to those who use speech but demonstrates impairments in complex communication such as conversational skills (APA, 2013). Furthermore, it is estimated that 30% of individuals with a diagnosis of Autism Spectrum Disorders (ASD) fail to develop vocal output capabilities (Wodka, Mathy, & Kalb, 2013), thus necessitating the use of an Alternative and Augmentative Communication (AAC) systems to use while they are developing functional speech.

Children who do not acquire spoken language and are not taught how to communicate his or her needs are at a high risk for developing problem behaviors such as selfinjury and aggression (Bott, Farmer, & Rhode, 1997; Chung, Jenner, Chamberlain, & Corbett, 1995; Durand & Carr, 1992; Mancil, ConCorrespondence roy, & Haydon, 2009; Sigafoos, 2000). To address the issue of both communication and the demonstration of problem behavior, Functional Communication Training (FCT) is often used (Carr & Durand, 1985; Wacker et al., 1990). Functional Communication Training involves assessing the function of a behavior via functional analysis, and then replacing the problem behavior by teaching a communicative response (i.e., manding) that serves the same function as the problem behavior (Durand & Carr,...