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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.
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: Treatment of autism, Treatment of communicative disorders, Communicative competence, Self-evaluation, Descriptive statistics, Functional status, Pre-tests & post-tests, School children, Asperger's syndrome
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]
Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Effects of I-Connect to Increase Communication Initiations of Elementary Students on the Autism Spectrum.
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  Data: <searchLink fieldCode="AR" term="%22Fuqua%2C+Amelia%22">Fuqua, Amelia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Baker%2C+Joshua%22">Baker, Joshua</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Morgan%2C+Joseph+J%2E%22">Morgan, Joseph J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Higgins%2C+Kyle%22">Higgins, Kyle</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Autism+%26+Developmental+Disorders%22">Journal of Autism & Developmental Disorders</searchLink>. Aug2026, Vol. 56 Issue 8, p3086-3098. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Treatment+of+autism%22">Treatment of autism</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+of+communicative+disorders%22">Treatment of communicative disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br /><searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+status%22">Functional status</searchLink><br /><searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Asperger's+syndrome%22">Asperger's syndrome</searchLink>
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  Data: 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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  Data: <i>Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10803-025-06787-y
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      – SubjectFull: Treatment of autism
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      – SubjectFull: Treatment of communicative disorders
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      – SubjectFull: Communicative competence
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      – SubjectFull: Self-evaluation
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      – SubjectFull: Asperger's syndrome
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      – SubjectFull: Southwestern United States
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      – TitleFull: Effects of I-Connect to Increase Communication Initiations of Elementary Students on the Autism Spectrum.
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              Text: Aug2026
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              Y: 2026
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