For that, the apps should be attractive and engaging to the children with ASD, able to identify the child’s capability and suggest appropriate lesson activities, as well as encompass specific learning outcomes with multilevel lesson strategy. The findings suggest that the autism-assistive apps effectively improve verbal communication of children with ASD. A total of fifteen studies were found relevant, and the following information was collected: participant characteristics, information on the devices and apps, target behaviors, intervention procedures, and intervention outcomes.
Databases were searched, including Scopus, Springer, PubMed, Education Resources Information Centre, and Google Scholar, with the following free-text terms combining Boolean operators: autism, children, intervention, verbal communication, software, app, and technology. The aim was to determine the minimum requirements for a verbal communication intervention app that adequately satisfies children with ASD, caregivers, and therapists.
PROLOQUO SYMBOL DISTANCE SOFTWARE
This article examined the application software that was applied to encourage verbal communication in the intervention for children with ASD. These autism-assistive apps are not highly customizable, which limits their usefulness. Even though these apps are deemed effective, they are not. There is a need for research that extends beyond functional communication into how AAC can promote access to these key aspects of school education.Īutism-assistive apps offer therapists and caregivers new approaches for educating and assisting individuals with autism spectrum disorder (ASD), mainly in social interaction. Research into students requiring or using AAC has focused on teaching communication skills and far less on academic learning and social activities of classrooms and schools. Most studies focused on communication skills (n = 69) academic skills (n = 27) and social participation (n = 17) were addressed to a far lesser extent. Our search yielded 141 studies conducted in a segregated setting (n = 129) or mixed settings (n = 12). Data were extracted and summarized regarding study and participant characteristics, and key findings. We conducted a scoping review, searching five databases, supplemented by hand, ancestral and forward citation searches of studies published from 2000 to 2020 involving compulsory school-aged students and featuring AAC. We sought to understand the role played by AAC, especially in supporting students’ academic learning and social participation in studies conducted in segregated school settings. School education for children with severe disabilities tends to occur in restricted or segregated settings, especially for students who require augmentative and alternative communication (AAC). A preference assessment indicated that all participants preferred to use the speech generating device during shared story reading. The results suggest that symbol combination skills can effectively be taught using either AAC system.
The Wilcoxon ranked pairs test did not show differences between the conditions for any participant. All four participants showed increased production of two-symbol combinations in both intervention conditions. An adapted alternating treatment design was used. Four children between the ages of 6 8 (years months) and 11 4 with severe motor speech disorders and a variety of developmental disabilities participated in the study.
The aim of this study was to compare the efficacy with which the use of a speech generating device (Apple iPadTM with GoTalk NowTM application) versus a communication board promoted the production of two-symbols combinations (agent-action and attribute-entity combinations) by children limited speech within a shared story reading context.
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