Effects of I-Connect to Increase Communication Initiations of Elementary Students on the Autism Spectrum.
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| Title: | Effects of I-Connect to Increase Communication Initiations of Elementary Students on the Autism Spectrum. |
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| Authors: | Fuqua, Amelia (AUTHOR), Baker, Joshua (AUTHOR), Morgan, Joseph J. (AUTHOR), Higgins, Kyle (AUTHOR) |
| Source: | Journal of Autism & Developmental Disorders. Aug2026, Vol. 56 Issue 8, p3086-3098. 13p. |
| Subjects: | Communicative competence, Self-evaluation, Reinforcement (Psychology), Facilitated communication, Rehabilitation of autistic people, Descriptive statistics, Functional status, Educational technology, Communicative disorders, Pre-tests & post-tests, School children, Special education, Case studies, Language acquisition, Children |
| Geographic Terms: | Southwestern United States |
| 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01623257 |
| DOI: | 10.1007/s10803-025-06787-y |
