Article

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

ABSTRACT 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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    • "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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    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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    • "However, by definition, children with ASD are impaired in the domain of social-cognition (Klin et al., 2002) and may show an aversion to engaging in social-interactions (Sigman et al., 1986). For this reason, the potentially self-contained nature of the iPad might actually be a more comfortable environment and, therefore , a better source for learning (see Kagohara et al., 2013). In particular, the device enables the user to access both auditory and visual output and provides direct reinforcement for learning (e.g., flashes or sounds when a correct response is made). "
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    • "Finally, and perhaps most importantly, the use of a tablet or multimedia player allows the user greater flexibility and options in terms of the function of the device. That is, although the primary purpose of such a device may be to function as a SGD, the device can be used for secondary purposes including academic and leisure applications (i.e., Kagohara et al. 2013; Lorah and Parnell 2014). "
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