Un intervento basato su iPad per l'insegnamento della corrispondenza parola/immagine con uno studente con ASD e grave compromissione della comunicazione
An iPad-Based Intervention for Teaching Picture and Word Matching to a Student with ASD and Severe Communication Impairment
van der Meer L, Achmadi D, Cooijmans M, Didden R, Lancioni GE, O'Reilly MF, Roche L, Stevens M, Carnett A, Hodis F, Green VA, Sutherland D, Lang R, Rispoli M, Marschik PB, Sigafoos J.
Journal of Developmental and Physical Disabilities, 27(1), 67-78. doi: 10.1007/s10882-014-9401-5.
Abstract
iPads® have been successfully used as speech-generating devices (SGD) for children with ASD and limited speech, but little research has investigated the use of iPads to enhance academic skills, such as picture/word matching. In the present study, a student with ASD received intervention to teach picture and word matching using an iPad-based SGD as the response mode. A multiple baseline across matching tasks design was used to evaluate the effects of a graduated guidance prompting procedure and differential reinforcement on correct matching across four matching tasks (i.e., picture to picture, word to picture, picture to word, and word to word). With intervention, the student showed increased correct matching across all four combinations, suggesting that picture and word matching with an iPad-based SGD can be successfully taught using graduated guidance and differential reinforcement. This approach might have relevance for teaching a range of academic/literacy skills to students with ASD who present with limited or no speech.
iPads® have been successfully used as speech-generating devices (SGD) for children with ASD and limited speech, but little research has investigated the use of iPads to enhance academic skills, such as picture/word matching. In the present study, a student with ASD received intervention to teach picture and word matching using an iPad-based SGD as the response mode. A multiple baseline across matching tasks design was used to evaluate the effects of a graduated guidance prompting procedure and differential reinforcement on correct matching across four matching tasks (i.e., picture to picture, word to picture, picture to word, and word to word). With intervention, the student showed increased correct matching across all four combinations, suggesting that picture and word matching with an iPad-based SGD can be successfully taught using graduated guidance and differential reinforcement. This approach might have relevance for teaching a range of academic/literacy skills to students with ASD who present with limited or no speech.