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The package combined least-to-most prompting, interval reinforcement, cue cards, and question-related visuals, producing increased unprompted correct responses. Gains persisted after a two-week break and generalized across novel settings, different individuals, and varied question formats, supporting sustained communication improvement.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/effects-of-an-ipad-based-augmentative-and-alternative-communication-intervention-on-wh-question-answering-skills-of-an-adolescent-with-autism-spectrum-disorders/578596/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/effects-of-an-ipad-based-augmentative-and-alternative-communication-intervention-on-wh-question-answering-skills-of-an-adolescent-with-autism-spectrum-disorders/578596.png","ImageObject",300,407,{"name":42,"@type":43},"Hazel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What intervention was used to improve wh-question answering skills?","Question",{"text":62,"@type":63},"The study used an iPad-based AAC intervention with the Proloquo2Go application.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the study designed and what question types were targeted?",{"text":67,"@type":63},"A single-case, multiple-baseline design was used across three wh-question types: what, where, and who.",{"name":69,"@type":60,"acceptedAnswer":70},"Did the participant maintain gains after the intervention period?",{"text":71,"@type":63},"Yes. 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(2025) . Effects of an iPad-based augmentative and alternative communication intervention on whquestion answering skills of an adolescent with autism spectrum disorders. International technology and education journal, 9(1), [01-13.](01-13. ht)[ ](01-13. ht)[ht](01-13. ht)[tps://doi.org/10.71410/ESApub.ITEJ.2025.1](tps://doi.org/10.71410/ESApub.ITEJ.2025.1)  \nEffects of an iPad-Based Augmentative and Alternative Communication Intervention on Wh-Question Answering Skills of an Adolescent with Autism Spectrum Disorders  \nNeslihan Canpolat-Cig, [neslihan.canpolat@gop.edu.tr](neslihan.canpolat@gop.edu.tr), Tokat Gaziosmanpasa University, Turkey,  \n[https://orcid.org/0000-0002-9832-442X](https://orcid.org/0000-0002-9832-442X)  \nMary Frances Hanline, [mhanline@fsu.edu](mhanline@fsu.edu), Florida State University, United States, [https://orcid.org/0000-0001-9822-5993](https://orcid.org/0000-0001-9822-5993)  \nSUMMARY  \nThis study examined an intervention package incorporating an iPad‐based augmentative and alternative communication (AAC) application, Proloquo2Go, to improve wh‐question‐answering skills in a 15‐year‐old adolescent with autism. A single‐case, multiple baseline design across three types of wh‐questions (“what,”“where,” and “who”) was employed. The intervention included a least‐to‐most prompting hierarchy, interval reinforcement, cue cards, and question‐related visuals. Results indicated a functional relationship between the intervention package and increased unprompted correct responses for each wh‐question type. Additionally, the participant maintained these gains following a two‐week break, and generalization probes revealed consistent performance across novel settings, different individuals, and varied question formats. These findings suggest that iPad‐based AAC interventions, particularly those that combine structured prompting and reinforcement strategies, may effectively enhance and sustain communication skills in adolescents with autism.  \nKeywords: Autism spectrum disorder, augmentative and alternative communication, wh-questions INTRODUCTION  \nAutism Spectrum Disorder (ASD) is a complex neurodevelopmental condition characterized by persistent challenges in social communication and interaction alongside restricted, repetitive patterns of behavior, interests, or activities (American Psychiatric Association, 2013) . A significant proportion of individuals with ASD experience difficulties with both receptive and expressive language, including understanding and responding towh-questions (Tager-Flusberg, 1994). Some individuals with ASD may not develop spoken language, while others may develop extensive vocabulary (Tager-Flusberg & Kasari, 2013) . However, regardless of spoken language ability, many individuals with ASD face challenges in social communication, finding it difficult to understand nuanced language, maintain back-and-forth conversations, or read subtle social signals (Volkmar et al., 2014) . These difficulties can extend to nonverbal communication, such as using and interpreting body language, making eye contact, and understanding facial expressions (Lord et al., 2020) . Difficulties with answering wh-questions (who, what, where, when, why) are particularly common and can create significant barriers to social participation and learning. This may be related to challenges in processing language, grasping the meaning of different question types, and/or producing a relevant response. Earlier research suggests that children with ASD frequently experience delays in both producing and understanding wh-questions (Tager-Flusberg, 1994; Goodwin, Fein, & Naigles, 2012) . Some researchers claim that these difficulties arise from the intricate grammatical structures in wh-questions (Eigsti, Bennetto & Dadlani, 2007), whereas others assert that the observed challenges in whquestion production among children with ASD are more closely linked to pragmatic factors than to grammar ones (Shil","cbCaieRuXWzc3bQw","https://ap.wps.com/l/cbCaieRuXWzc3bQw","pdf",329464,13,"English","# Summary\n# Keywords\n# Introduction\n## Autism and wh-question comprehension challenges\n## Rationale for AAC systems for ASD","[{\"question\":\"What intervention was used to improve wh-question answering skills?\",\"answer\":\"The study used an iPad-based AAC intervention with the Proloquo2Go application.\"},{\"question\":\"How was the study designed and what question types were targeted?\",\"answer\":\"A single-case, multiple-baseline design was used across three wh-question types: what, where, and who.\"},{\"question\":\"Did the participant maintain gains after the intervention period?\",\"answer\":\"Yes. Correct responding increased during intervention and remained after a two-week break, with additional generalization across settings and individuals.\"}]","Effects of an iPad-Based Augmentative and Alternative Communication Intervention on Wh-Question Answering Skills of an Adolescent with Autism Spectrum Disorders | PDF",1792034047,33]