Objective: Tablets have successfully been used with individuals with autism spectrum disorder (ASD) and other developmental disabilities to request preferred items, label objects, share information, and engage in social interactions. However, there are limited data on the efficacy of utilizing such devices to teach multistep social-communication skills. Method: We used nonconcurrent multiple baseline design across behaviors to examine the effectiveness of systematic instruction on teaching multistep social-communication skills using an iPad^® loaded with Proloquo2Go™. Three children between the ages of 7 and 10 years diagnosed with ASD and other developmental disabilities participated in the study. Results: To varying degrees, the participants were successful in using the iPad^® to perform a multistep sequence in requesting, saying “thank you,” and answering personal questions. Procedural modifications were made during the intervention phase for two participants so that they were able to acquire social-communication skills using AAC. Conclusions: The findings indicate that systematic instruction is effective in developing advanced social-communication skills.

目的：平板电脑已成功地用于患有自闭症谱系障碍（ASD）和其他发育障碍的人，以请求偏好的物品，标签对象，共享信息并进行社交互动。但是，关于利用这种设备教授多步社交技巧的功效的数据有限。方法：我们使用跨行为非并发多基线设计，以检查系统指令的教学多级社会沟通技能使用iPad的有效性^®装载Proloquo2Go™。三个被诊断患有ASD和其他发育障碍的7至10岁儿童参加了这项研究。结果：在不同程度上，参加者成功地利用了iPad ^®执行在请求一个多序列，说“谢谢”，并回答个人问题。在干预阶段，对两名参与者进行了程序修改，以便他们能够使用AAC获得社交沟通技能。结论：研究结果表明，系统的教学可以有效地发展先进的社交能力。