Xin Joy F, Leonard Deborah A
Department of Language, Literacy and Special Education, Rowan University, 201, Mullica Hill Rd, Glassboro, NJ, 08028, USA.
J. Mason Tomlin School, Mantua Township, NJ, USA.
J Autism Dev Disord. 2015 Dec;45(12):4154-64. doi: 10.1007/s10803-014-2266-8.
The purpose of this study was to examine the effects of using an iPad to assist students with autism in learning communication skills. Three, 10 years old learners diagnosed with autism who present little or no functional speech, participated in the study. A multiple baseline design with AB phases across academic and social settings was used. During the baseline, students were given access to an iPad with the SonoFlex speech-generating device application, while no communicative attempts were observed. During the intervention, the students were taught to use the iPad to communicate with their teacher and peers for 6 weeks. With a least-to-most prompting hierarchy, all students increased initiating requests, responding to questions and making social comments in both class and recess settings.
本研究的目的是考察使用iPad协助自闭症学生学习沟通技巧的效果。三名10岁被诊断为自闭症且几乎没有功能性言语或完全没有功能性言语的学习者参与了该研究。采用了在学术和社交环境中具有AB阶段的多基线设计。在基线阶段，给学生提供一台装有SonoFlex语音生成设备应用程序的iPad，同时未观察到任何交流尝试。在干预阶段，教学生使用iPad与他们的老师和同伴交流，为期6周。通过从最少到最多的提示层级，所有学生在课堂和课间休息环境中发起请求、回答问题和进行社交评论的行为都有所增加。
