Comparing acquisition of AAC-based mands in three young children with autism spectrum disorder using iPad® applications with different display and design elements.

Gevarter et al. (2014) tested three iPad AAC screens for three preschoolers with autism. One screen used small symbol buttons. One used big photo hotspots. One mixed both. The team taught the kids to tap the screen to ask for toys or snacks. They rotated the screens across days to see which one helped the kids learn fastest.

Two kids learned to ask faster with the photo hotspot screen. One kid learned at the same speed on all screens. No screen slowed learning. The photo hotspot simply gave some learners a clear edge.

Green et al. (1999) first showed that mand-first teaching jump-starts language in non-verbal toddlers with autism. Gevarter et al. (2014) keep the mand-first idea but move it to an iPad.

Marion et al. (2012) and Chezan et al. (2019) both taught preschoolers with autism more advanced mands like "which?" or rejection. Their kids also learned quickly, showing that mand training works across goals and modalities.

Rojahn et al. (1987) used an alternating-treatments design with neurotypical preschoolers. Cindy et al. reused that design to compare AAC screens, proving the method works for kids with autism too.

You can’t guess which AAC display will click for a child. Run a quick alternating-treatments probe: try photo hotspots, symbol buttons, and a mix for a few sessions each. Track how many trials it takes to meet mastery. Pick the winner and keep teaching. This small step can save weeks of therapy time and get kids asking for what they need sooner.