Using iPods (R) and iPads (R) in teaching programs for individuals with developmental disabilities: A systematic review

Victoria University of Wellington, Wellington, New Zealand.
Research in developmental disabilities (Impact Factor: 4.41). 08/2012; 34(1):147-156. DOI: 10.1016/j.ridd.2012.07.027
Source: PubMed


We conducted a systematic review of studies that involved iPods(®), iPads(®), and related devices (e.g., iPhones(®)) in teaching programs for individuals with developmental disabilities. The search yielded 15 studies covering five domains: (a) academic, (b) communication, (c) employment, (d) leisure, and (e) transitioning across school settings. The 15 studies reported outcomes for 47 participants, who ranged from 4 to 27years of age and had a diagnosis of autism spectrum disorder (ASD) and/or intellectual disability. Most studies involved the use of iPods(®) or iPads(®) and aimed to either (a) deliver instructional prompts via the iPod Touch(®) or iPad(®), or (b) teach the person to operate an iPod Touch(®) or iPad(®) to access preferred stimuli. The latter also included operating an iPod Touch(®) or an iPad(®) as a speech-generating device (SGD) to request preferred stimuli. The results of these 15 studies were largely positive, suggesting that iPods(®), iPod Touch(®), iPads(®), and related devices are viable technological aids for individuals with developmental disabilities.

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    • "In recent decades, applications for touch screens have been developed to support the communication of people with developmental disabilities, including intellectual disabilities (for reviews see Kagohara et al., 2013; Stephenson & Limbrick, 2013). Systematic evaluation show that interventions involving touch screens are effective in this target population and it seems that many people with developmental disabilities do not have difficulty with the actual operation of the touch screen devices (Stephenson & Limbrick, 2013). "
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    ABSTRACT: The use of the Self-reporting Tool On Pain in people with Intellectual Disabilities (STOP-ID!), an online application developed by the authors to aid in the self-reporting of pain, was evaluated in 40 adults with Down syndrome. Comprehension of the use of the tool (the ability to recognize representations for vocabulary and pain, and to navigate the tool interface), and the use of the tool to self-report pain experience, were investigated. The use of the online tool was investigated with both a laptop and a tablet computer in a crossover design. The results provide evidence that more participants recognized representations of pain location and pain affect than representations of pain intensity and pain quality. A small percentage of participants demonstrated the ability to recognize all of the representations of vocabulary items and to navigate the tool without assistance (18% laptop, 18% tablet). Half of the participants were able to report at least one pain component of a current or remembered pain experience without assistance (50% laptop, 53% tablet). Ways to improve the design of tools for reporting pain and to improve performance are suggested.
    Augmentative and alternative communication (Baltimore, Md.: 1985) 10/2015; DOI:10.3109/07434618.2015.1100677 · 2.59 Impact Factor
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    • "As noted above, there is documentation of the effectiveness of AAC; however, most of the research that has been conducted on technology-based systems has been limited to teaching children how to name pictures or request preferred items (Ganz et al., 2012b; Kagohara et al., 2013). There is a need for research that addresses other communicative functions, such as commenting and conversational skills (Kagohara et al., 2013; McNaughton & Light, 2013; Shane et al., 2012). In addition to the need for additional research in diverse communicative functions, there is also a need for significantly more research examining the efficacy of VSDs with individuals with ASD (Gevarter et al., 2014; Wilkinson et al., 2012). "
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    ABSTRACT: Visual scene displays are a novel type of augmentative and alternative communication that has recently been investigated as an alternative to traditional, grid-based systems. However, most of the limited research on visual scene displays has focused on typically developing populations. In addition, a limited range of communicative functions has been explored (i.e., requests). This study sought to expand on the existing literature on visual scene displays by investigating the differential impact that visual scene displays versus traditional, grid-based systems have on the number of spontaneous comments and correct answers to questions made by two male, preschool children with autism. The participants in the current study were exposed to two conditions during the reading of a book—a visual scene display condition and an exchange-based communication system. The results indicated that visual scene displays may have second effects on children who display echoic and matching-to-sample skills prior to being exposed to a visual scene display.
    Research in Autism Spectrum Disorders 03/2015; 11:27-41. DOI:10.1016/j.rasd.2014.11.005 · 2.96 Impact Factor
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    • "Of these, three were single-subject studies. A systematic review (Kagohara et al., 2013) of TSMD studies yielded 15 studies which reported outcomes for 47 participants, who ranged from 4 to 27 years of age and had a diagnosis of autistic spectrum disorder (ASD) and/or intellectual disability (ID). The results of studies were largely positive, suggesting that mobile technology offers viable technological support for individuals with developmental disabilities (DD). "
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    ABSTRACT: Purpose: This study was designed to investigate the experience of parents of children with and without developmental disabilities who use Touch-Screen Mobile Devices (TSMD) and their subjective evaluation of its impact on their children. Procedure: A survey was administered via the internet and via personal connections. Results: Statistically significant differences were found between the parents of children with a disability and those without. In general the study findings show a fairly high degree of satisfaction with the TSMD experience among parents of children with disabilities and somewhat less satisfaction among parents of typically developing children. Reports of satisfaction among parents of children with disabilities were highly correlated with improvement in the child’s positive social interaction, having clear goals for the child’s use of the technology and the degree to which the parent was involved in the child’s experience. Parents expressed low satisfaction with the preparation, support and instruction that they received to use the TSMD. Conclusions: TSMD technologies offer a non-stigmatizing tool that can complement existing support strategies to aid a child’s with disabilities and the family to improve communication, social interaction, anxiety management, and relaxation. There is a need to develop supportive and guiding services for parents to help them develop meaningful goals and to encourage their participation in the child’s experience.
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