Communicating with Confidence
Approximately 1 in 54 children in the United States are diagnosed with Autism Spectrum(ASD)((Autism Spectrum Disorder: Communication Problems in Children, 2020a). Despite increased awareness and understanding of Autism Spectrum Disorder (ASD), individuals on the spectrum still face significant communication challenges. In response to this, Augmentative and Alternative Communication (AAC) has emerged as a vital tool that offers effective avenues for expression and connection for those with limited verbal abilities. While some people question the impact and potential drawbacks of AAC, particularly through devices like iPads, the effectiveness of AAC is undeniable. This essay expertly explores the of Augmentative and Alternative Communication (AAC) implementation, including the use of iPad-based systems, and powerfully argues for their substantial benefits for individuals with Autism Spectrum Disorder (ASD). AAC systems are a wonderful tool that helps individuals with Autism Spectrum Disorder communicate and participate in society more effectively. With the help of these systems, everyone can express themselves and engage with the world around them.
iPads can be a valuable tool for children with Autism Spectrum Disorder (ASD). Recent studies have shown that incorporating iPads into therapy interventions for children with ASD can lead to significant improvements in communication skills, social interaction, and overall behavior. This is excellent news for families and individuals with ASD!
Specialized apps designed specifically for children with ASD have been shown to enhance communication abilities and facilitate learning outcomes. This means that iPads can offer real benefits in supporting the developmental needs of children with ASD. The overall purpose of AAC interventions is to increase an individual’s current communicative ability, not to increase speech production (White et al.).
Individual evidence from clinicians and parents is equally compelling. Many parents have reported remarkable improvements in their child’s communication skills and engagement levels after using iPads as interim therapeutic tools while awaiting formal intervention. Three types of augmentative systems are most commonly used: sign language, voice output devices, and the Picture Exchange Communication System (PECS). Whenever possible, I choose sign language because it’s portable and comprehensive for use in the VB approach across all the different operants of words, and research has shown that when accompanied by spoken words, it improves vocalization. (Barbera, M. L. (2007))
The current evidence is unquestionably compelling. iPads have proven themselves as adaptable and efficient instruments in addressing the distinct requirements of children with ASD, presenting avenues for enhanced communication, social interaction, and overall well-being.
Incorporating iPads into classrooms for students with Autism Spectrum Disorder (ASD) and other special needs can be highly beneficial. iPads offer a range of specialized apps and tools that can support individualized learning, communication, and social interaction for these students. Research has shown that iPads can significantly improve communication skills, academic performance, and overall engagement for students with ASD.
Furthermore, iPads provide a versatile and customizable platform that can adapt to the diverse needs of each student, promoting inclusivity and accessibility in the classroom. Therefore, integrating iPads into educational settings for ASD and special needs students is essential for enhancing their learning experiences and fostering academic and social development. In conclusion, using iPads in classrooms for ASD and special needs students can help improve their learning outcomes, communication skills, and overall engagement while promoting inclusivity and accessibility.
Works Cited
“Autism Spectrum Disorder: Communication Problems in Children.” NIDCD, 13 Apr. 2020, www.nidcd.nih.gov/health/autism-spectrum-disorder-communication-problems-children#:~:text=ASD%20affects%20people%20of%20every,been%20identified%20as%20having%20ASD.
White, Emily N., et al. “Augmentative and Alternative Communication and Speech Production for Individuals With ASD: A Systematic Review.” Journal of Autism and Developmental Disorders, vol. 51, no. 11, Jan. 2021, pp. 4199–212, doi:10.1007/s10803-021-04868-2.
Barbera, M. L. (2007) “Verbal Behavior Approach : How to Teach Children With Autism and Related Disorders.” Jessica Kingsley Publishers, web-p-ebscohost-com.chaffey.idm.oclc.org/ehost/ebookviewer/ebook/bmxlYmtfXzIwMjM1N19fQU41?sid=a4ebf9af-675a-4df2-b5a2-54e2d22a4511@redis&vid=0&format=EB&lpid=lp_81&rid=0.
