A Systematic Review of Tablet Computers and Portable Media Players as Speech Generating Devices for Individuals with Autism Spectrum Disorder.

Cox et al. (2015) pulled together every paper that used iPads, Android tablets, or iPods as speech devices for children with autism. They looked at how fast kids learned new words and whether the kids liked the device better than picture cards or sign language.

Across the studies, children learned to speak faster when the tablet did the talking for them. The kids also reached for the tablet more often than they reached for PECS books or signing.

Leaf et al. (2012) had already shown that PECS and old-style speech computers worked. Cox et al. (2015) updates that story: the same benefits now show up with cheaper, everyday tablets.

Hong et al. (2017) later pooled the numbers and found medium-to-large effect sizes, backing up the early claim.

Johnson et al. (2021) looked again and added a warning: speech gains happen, but the child’s spoken words usually stay behind their tablet use. The papers do not clash; they just shift the goal post from ‘more words’ to ‘better overall communication’.

If you have a non-speaking learner, try a tablet AAC app before you print a 200-page PECS book. Start with the device the family already owns. Track both spoken words and device use so you see the full picture, not just vocal output.