The purpose of this study was to compare the relative efficacy of the Picture Exchange Communication System (PECS) and an Apple iPad to promote requesting behavior and speech in children with autism spectrum disorder (ASD) and limited functional speech. The two participants underwent training, which helped them to make requests with the PECS or an iPad. The results revealed that both the PECS and iPad were effective in promoting speech. While the acquisition of skills was fast with the PECS, vocal imitation was noted when learning with the iPad. However, no significant differences were observed in the acquisition of requesting skills between the two systems. These findings may be beneficial when considering the choice of augmentative and alternative communication for teachers and therapists who teach functional communication to children with ASD and limited functional speech. It is suggested that they try multiple systems and make a decision based on the results. Regardless of the system used, a certain level of voice imitation ability in the child may have a positive effect on the promotion of speech. Further studies are recommended to devise an iPad training program and manual and modify the used application. Furthermore, it is recommended studies be conducted with more participants to verify the effectiveness of imitative speech and speech promotion using a speech-generating device.

Individuals with autism spectrum disorder (ASD) have difficulty communicating with others and maintaining natural conversations. The present study aimed to examine the effectiveness of an intervention focused on the perspective-taking (PT) ability of a child with ASD. This intervention targeted PT skills and was designed to encourage the participant to recognize his emotions, understand his mental states and those of the others, and learn a practical way of talking. The participant’s discourse ability was assessed using Theory of Mind tasks, Interpersonal Reactivity Index (IRI), and conversational analysis at baseline, post-intervention, and follow-up. In the conversational analysis, we examined his utterances, focusing on their adjacency in relation to prior adult utterances, and his pragmatic skills. The results showed that his scores for empathic concern (EC) increased on the IRI, and his pragmatic skills improved after the intervention. Therefore, it was found that our intervention focused on PT ability had some effects on improving the discourse ability of a child with ASD.