Effects of I-Connect to Increase Communication Initiations of Elementary Students on the Autism Spectrum.

Abstract

Purpose: The purpose of this research study was to determine the effect of self-monitoring with I-Connect on communication initiation attempts by elementary school students on the autism spectrum who are non-speaking or minimally speaking and participate in an alternate assessment. Initiations are essential for developing basic communication skills for this population of students.

Methods: This research study replicated a published study that used a physical token-based self-monitoring intervention to improve the initiation skills of students on the autism spectrum. The published study provided a benchmark for comparison with self-monitoring of initiations using the I-Connect application for self-monitoring. Participants in the study were three elementary school students aged 8-11 years on the autism spectrum who were non-speaking or minimally speaking and participated in the state's alternate assessment. A multiple baseline design across participants visualized the effect of self-monitoring of initiations using I-Connect.

Results: Visual analysis demonstrated that all participants increased initiation levels comparable with the results of the benchmark study. Tau-U showed statistical significance of three potential demonstrations of effect. Pre- and post-study surveys and tests showed improved functional and verbal skills, and positive social outcomes.

Conclusion: The outcomes add to the limited studies on technology-based self-monitoring of communication initiations by participants on the autism spectrum who are also non-speaking or minimally-speaking and who participate in an alternate assessment. The study limitations included lack of individualization, predictability of the fixed interval length of the intervention, and the potential for selection bias.