Non-verbal children with autism are candidates for augmentative and alternative communication (AAC). One type of AAC device is a voice output communication aid (VOCA). The primary drawbacks of past VOCAs were their expense and portability. Newer iPod-based VOCAs alleviate these concerns. This dissertation sought to extend the iPod-based VOCA research by training children with autism more sophisticated communication skills with the assistance of same-aged peers. Using a multiple baseline design, 4 children with autism were taught through peer assisted communication application (PACA) training how to mand using a 2-step sequence and respond to the questions, "What do you want?" and "What is your name?" using a 2-step sequence. Data were taken on the number of independent mands, independent responses, social initiations, length of social interactions, problem behaviors, and verbalizations. Results indicated that 3 of the 4 participants were able to acquire communicative skills targeted through the implementation of a peer-mediated intervention. The implications of the study are analyzed in regards to the effectiveness of peer assisted communication application training to teach sophisticated communication skills.
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