International Journal of English and Education ISSN: 2278-4012, Volume:2, Issue:4, OCTOBER 2013 231 Copyright © International Journal of English and Education | www.ijee.org USE OF AN IPAD APPLICATION AS FUNCTIONAL COMMUNICATION FOR A FIVE-YEAR-OLD PRESCHOOL STUDENT WITH AUTISM SPECTRUM DISORDER Maggie Ward 1 , T. F. McLaughlin 2 , Jennifer Neyman 3 , Department of Special Education Gonzaga University and Alison Clark 4 West Valley School District Abstract: The use of a functional communication device has proven to be successful for individuals with developmental delays and autism spectrum disorder (ASD). In this study, an iPad application titled “Go Talk Now Free” was evaluated as functional communication for a five-year-old boy diagnosed with ASD. An additional purpose with the replicate and extend the previous research on this topic. A model, lead, test intervention strategy was also employed.. Finally, an independent evaluation was implemented to assess our participant’s acquisition and usage of the iPad application to make independent requests with this devise and app. This results showed that the participant increased his use and knowledge of making independent requests during his special education “choose time.” Consequently, this increase in independent requests demonstrates the functional use of the iPad application “Go Talk Now Free” as a communication strategy for young child with ASD. Key Words: ASD, ABA single case research design, maintenance of treatment effects, Go Talk Now Free App, iPad, communication, action research, Introduction Communication through language is a critical stage of development for any child. As a baby matures during its first years of life, parents and caretakers eagerly await receptive and expressive communication with the young person. Eye contact and babble turn to words and eventually a repertoire of language for the child. Language develops most rapidly at late infancy and, by age three, the child’s mind has the capacity to hold thousands of words (Snow & Hoefnagel, 1978). Parents often look forward to knowing more about their child’s personality and responding to their needs. In fact, a parent’s consistent response to their child is imperative to the child’s development (Landry, Swank, Smith, Assel, & Vellet, 2001). Research has proven that parents help their children develop language through reading and using as much language as possible with their child (Whitehurst, Falcro, Lonigan, Fischel, DeBaryshe, Valdez-Menchaca, & Caulfield, 1988). Also, through out childhood, language is refined as pragmatics and communication skills are acquired and practiced. However, this standard sequence of language development is different for a child with a developmental delay. One of the first signs that the