Enhancing Communication Skills in Students with Autism: A UAE Case Study on iPad-Based Interventions

Background/purpose. This study investigates the efficacy of iPad-based interventions in improving communication skills among students with autism, focusing on two participants with minimal functional speech.

Materials/methods. A multiple baseline design was employed, consisting of two phases: a baseline phase (A), where the participants had access to an iPad but demonstrated no communicative attempts, and an intervention phase (B), which involved a structured, seven-week training program with bi-weekly sessions. Systematic observations were conducted to measure the frequency of communication attempts and the level of prompting required.

Results. Data analysis revealed significant improvements in both participants’ ability to initiate requests and engage in verbal interactions using iPad applications. These findings suggest that iPad-based interventions can serve as effective tools for enhancing communication skills in children with autism, providing critical support for their development in academic and social settings.

Conclusion. The results underscore the potential of assistive technologies in facilitating meaningful communication for students with autism at schools.

Keywords: Autism Spectrum Disorder (ASD), iPad-based interventions, communication skills, students with autism

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