Establishing Peer Manding in Young Children with Autism Using a Speech-Generating Device

Abstract

Impairment in social communication is a hallmark characteristic for individuals with a diagnosis of autism. As such, specific instructional strategies that incorporate the use of augmentative and alternative communication (AAC) system, such as an iPad® based speech-generating device (SGD) is often indicated. This study evaluated the use of the interrupted chain procedure in the establishment of peer manding for three young children with a diagnosis of autism. The procedures involved the presentation of a task related activity (i.e., puzzle) and the neuro-typical peer interrupted the behavioral chain of task completing by withholding the final piece needed to complete the task. An iPad® based SGD was used as an AAC for the participants to mand for the missing item needed to complete the task related activity from the peer. Additionally, a five-second-time delay with full physical prompts was used for instructional purposes. The results indicated that all three participants acquired the ability to mand for the missing item from the peer, and this skill was also found to maintain following training.