Recent statistics released from the Center of Disease Control (CDC) indicate that in the USA, 1 out of 68 children will be diagnosed with an autism spectrum disorder (ASD). Studies indicate that 10–20% of these children will be unable to communicate their wants, needs, and thoughts verbally. According to the statistics reported by the CDC, that means over 20,000 children are born each year who will be diagnosed with ASD and remain functionally nonverbal. When individuals have severe speech and language disabilities, augmentative and alternative communication strategies (AAC) can provide them with an opportunity to express themselves and have a voice. The inability to communicate has a significant impact on the quality of life, education access, and development of social skills and relationships. The frustration of not being able to communicate can lead to behavior challenges as well.

AAC services developed from the most basic desire to help individuals who were unable to speak or express themselves to the people around them. In the earliest form, eye gaze, letter, and picture displays were included as AAC. In order to utilize these early forms, face-to-face interaction was required, and the interaction was usually slow. As microprocessor technology was developed, dedicated AAC systems were custom-built by small, dedicated AAC companies using synthesized speech. These systems were often heavy, cumbersome, and expensive. Personal computers (PC) and standard operating systems became another option for AAC and opened up a new world for developers. Not only could consumers use the technology for face-to-face interactions, but they could also use the technology to write, create, and give presentations and more readily participate in their home, school, work, and community environments. The PC devices were more portable and a little less expensive than the previous dedicated AAC devices. Then along came mobile, multiple use technologies that offered opportunities to the AAC consumer and/or learner that extended far beyond the capacity of current AAC devices and at significantly lower costs. Digital computer technology has become a prevalent feature of everyday life and is an increasingly popular means of communication in today’s society.

The proliferation of inexpensive mobile technology has dramatically changed how service providers deliver educational and behavioral services to individuals with ASD. From touch screen phones to tablet devices, mobile computing devices have never been more user-friendly, less expensive, or universally available.

Research findings indicate that as the development of new communication technology progresses at an increasing rate each year, children’s competency and awareness of such technology also inevitably increases—oftentimes overtaking that of their parents’ competence. Children’s increasing use of technology has implication for both educational and communicational practices, because it is now a prevalent environment factor in their lives (Watt 2010). Children today are often referred to as “native speakers” of technology. This is often true for our students with ASD. Many ASD individuals are more comfortable interacting with inanimate objects such as a computer or iPad. In addition, many individuals are visual learners and have strong technological skills.

In the past two years, there have been many “made-for-TV” commentaries highlighting the use of technology with individuals with autism. Usually, these commentaries have focused upon a child who could not communicate and often had behavioral issues due to the frustration of not being able to communicate. Once introduced to a communication app on the iPad, the child was able to communicate eloquent thoughts and inappropriate behaviors disappeared. Therefore, due to the media hype, many consumers began to purchase an iDevice and a certain communication app at an alarming rate, because they were sure that an iPad was a panacea for every individual with ASD. Like all technologies and techniques, certain things work for certain people. Not all individuals with ASD need the iPad for a communication system, but they could have used the technology to increase another skill. However, the consumer who purchased the iPad did not know how to evaluate what app to purchase, what app was appropriate, etc. Therefore, the majority of the iPads were used for entertainment and game playing. We now know that mobile technology can be used effectively for not only entertainment and as an AAC device, but to also assist in teaching academic areas, social skills, video modeling, reinforcement, ABA, speech/language therapy, fine motor skills, visual supports, functional life skills, organizational skills, and increasing independence.

People with ASD have a need for, and a right to, the same range of communication options available to everyone else. Today, most people use multiple devices to address their communication needs. The idea that only ONE communication device can meet every need no longer makes sense. Some needs may be met by the mainstream device, while others may require accessories and techniques specifically designed for them (e.g., eye gaze, scanning, adapted keyboards). Multiple use technology extends past our current AAC technology and at a significant lower cost.

A growing concern for all individuals with ASD is employment and having skills to live independently. National data indicate that the majority of adults with autism are unemployed or underemployed. Employment is a critical component for having a productive adult life. Individuals living with autism deserve the opportunity to contribute as productive workers in appropriate employment settings, paying taxes and improving their quality of life. Barriers to successful employment for individuals with autism can be poor communication skills; social “soft skills” such as small talk, office politics, and unspoken requirements; the ability to complete the job independently without a job coach; or sensory issues within the work environment. The use of mobile technology can address some of these barriers.