Teaching Functional Use of an iPod-Based Speech-Generating Device to Individuals with Developmental Disabilities

TLDR

Anecdotal evidence suggests that an iPod‑based communication device can enable speech‑less individuals with developmental disabilities to communicate, but empirical data are scarce. This study aimed to provide empirical evidence of acquisition and functional use of such a device. Three participants underwent a multiple‑probe across‑participants design with baseline, acquisition‑training, post‑training, and follow‑up phases, during which they were taught to request snacks or snacks and toys by selecting graphic symbols on an iPod Touch® running Proloquo2Go™. Graduated guidance, time delay, and differential reinforcement successfully taught functional use to two of the three participants, supporting the device’s utility for some individuals with developmental disabilities.

Abstract

Anecdotal reports suggest that individuals with developmental disabilities who lack speech may be enabled to communicate through the use of a new iPod-based communication device. However, there appear to be limited empirical data demonstrating successful use of this new device by such individuals. This study was designed to provide empirical evidence on acquisition and functional use of an iPod-based communication device. Three individuals with developmental disabilities participated in baseline, acquisition-training, post-training, and follow-up phases that were staggered in a multiple-probe across participants design. Acquisition-training focused on teaching participants to request snacks, or snacks and toys, by selecting graphic symbols on an iPod Touch® with Proloquo2Go™ software. Graduated guidance, time delay, and differential reinforcement procedures were successful in teaching functional use of the iPod-based system to two of the three participants. These preliminary results support the use of this new iPod-based communication system for some individuals with developmental disabilities.