Parents using Assistive Technological Devices to Intervene Communication Language of Children with Autism Spectrum Disorder

Background: Children with Autism Spectrum Disorder (ASD) often face significant communication and language challenges, making home-based interventions crucial to their development. Assistive technological devices, both high-tech and low-tech, serve as pivotal tools for parents serving as communication interventionists. Objective(s): This study aimed to examine how parents use assistive technological devices to intervene in the communication language deficits of children with ASD, determine their perceived usefulness, explore parents' lived experiences, and propose a structured communication language intervention program. Methods: A convergent parallel mixed-methods design was employed involving 30 purposively selected parents of children with ASD enrolled in public elementary schools in the Division of Northern Samar. Quantitative data were collected using a researcher-modified, validated Likert-scale questionnaire and analyzed using frequency, percentage, mean, and overall mean. Qualitative data were gathered through open-ended questions and analyzed using Braun & Clarke’s six-step thematic analysis. Results: The majority of parents were 30–39 years old (47%), female (87%), and high school graduates (57%). The overall utilization of assistive devices was limited for both high-tech (Overall Mean=1.83\text{Overall Mean} = 1.83Overall Mean=1.83, Rarely Used) and low-tech tools (Overall Mean=2.37\text{Overall Mean} = 2.37Overall Mean=2.37, Rarely Used). Television was the most accessed high-tech device (Mean=3.57\text{Mean} = 3.57Mean=3.57, Often Used), while the Picture Exchange Communication System (PECS) was the most utilized low-tech tool (Mean=3.20\text{Mean} = 3.20Mean=3.20, Sometimes Used). Parents perceived high-tech devices (Overall Mean=3.51\text{Overall Mean} = 3.51Overall Mean=3.51, Agree) and low-tech devices (Overall Mean=3.64\text{Overall Mean} = 3.64Overall Mean=3.64, Agree) as beneficial in supporting vocabulary, expression of needs, and learning motivation. Qualitative findings yielded 13 main themes highlighting parental strategies (repetition, play, visual aids), observed progress (increased vocabulary, reduced tantrums), emotional milestones, and structural challenges (need for patience, training, and consistency). Conclusion: Assistive technological devices facilitate effective communication language intervention when applied consistently with adult guidance. A structured, parent-guided intervention program combining low-cost visual tools, guided technology, and progress monitoring is recommended to empower home-based intervention.