Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review
TL;DR: 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.
About: This article is published in Research in Developmental Disabilities.The article was published on 2013-01-01. It has received 512 citations till now.
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TL;DR: There is an urgent need for effective collaboration among key stakeholders to support research and development activities, and to ensure the successful implementation of mobile technologies to enhance communication outcomes for individuals who require AAC and their families.
Abstract: The iPad and other mobile technologies provide powerful new tools to potentially enhance communication for individuals with developmental disabilities, acquired neurogenic disorders, and degenerative neurological conditions. These mobile technologies offer a number of potential benefi ts, including: (a) increased awareness and social acceptance of augmentative and alternative communication (AAC), (b) greater consumer empowerment in accessing AAC solutions, (c) increased adoption of AAC technologies, (d) greater functionality and interconnectivity, and (e) greater diffusion of AAC research and development. However, there remain a number of signifi cant challenges that must be addressed if these benefi ts are to be fully realized: (a) to ensure the focus is on communication, not just technology, (b) to develop innovative models of AAC service delivery to ensure successful outcomes, (c) to ensure ease of access for all individuals who require AAC, and, (d) to maximize AAC solutions to support a wide variety of communication functions. There is an urgent need for effective collaboration among key stakeholders to support research and development activities, and to ensure the successful implementation of mobile technologies to enhance communication outcomes for individuals who require AAC and their families.
381 citations
Cites background from "Using iPods® and iPads® in teaching..."
...Too often, AAC interventions using mobile technologies are limited to simple requests for preferred items and labeling pictures (Kagohara et al., 2013)....
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...The tremendous potential of mobile technologies for individuals with complex communication needs has not yet been fully realized; rather, these technologies are currently implemented primarily as limited speech prostheses in a restricted range of activities (Kagohara et al., 2013)....
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...We have already seen the beginning of the transformation of the fi eld of AAC (Hyatt, 2011; Kagohara et al., 2013; McLeod, 2011; Niemeijer et al., 2012; RERC on Communication Enhancement, 2011; Rummel-Hudson, 2011)....
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...Kagohara et al. (2013) recently conducted a systematic review of the research on the use of iPods and iPads with individuals with developmental disabilities....
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...With the increased visibility of AAC in all sectors of society has come increased scrutiny of these new approaches (Kagohara et al., 2013)....
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TL;DR: Based on their importance for both early development and for building autonomous robots that have humanlike abilities, imitation, joint attention and interactive engagement are key issues in the development of assistive robotics for autism and must be the focus of further research.
Abstract: Recently, there have been considerable advances in the research on innovative information communication technology (ICT) for the education of people with autism. This review focuses on two aims: (1) to provide an overview of the recent ICT applications used in the treatment of autism and (2) to focus on the early development of imitation and joint attention in the context of children with autism as well as robotics. There have been a variety of recent ICT applications in autism, which include the use of interactive environments implemented in computers and special input devices, virtual environments, avatars and serious games as well as telerehabilitation. Despite exciting preliminary results, the use of ICT remains limited. Many of the existing ICTs have limited capabilities and performance in actual interactive conditions. Clinically, most ICT proposals have not been validated beyond proof of concept studies. Robotics systems, developed as interactive devices for children with autism, have been used to assess the child’s response to robot behaviors; to elicit behaviors that are promoted in the child; to model, teach and practice a skill; and to provide feedback on performance in specific environments (e.g., therapeutic sessions). Based on their importance for both early development and for building autonomous robots that have humanlike abilities, imitation, joint attention and interactive engagement are key issues in the development of assistive robotics for autism and must be the focus of further research.
243 citations
Cites background from "Using iPods® and iPads® in teaching..."
...Authors in [81] conducted a systematic review of studies that involved iPods, iPads, and related devices in teaching programs for individuals with developmental disabilities including ASD....
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TL;DR: A theoretical and conceptual framework is proposed for examining the use of technology by and for adolescents with ASD in school, home, and community settings and this framework is used to describe the research literature on efficacy of intervention and instruction that utilizes technology.
Abstract: The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills.
175 citations
Cites background from "Using iPods® and iPads® in teaching..."
...More recently the advances in tablet technology include speech generating device applications that operate on commercially available equipment (Kagohara et al. 2013)....
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...that operate on commercially available equipment (Kagohara et al. 2013)....
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TL;DR: This paper reviews the research in this new and rapidly growing area of speech generating devices for individuals with autism spectrum disorders or related developmental disabilities and delineates an agenda for future investigations.
Abstract: Powerful, portable, off-the-shelf handheld devices, such as tablet based computers (i.e., iPad®; Galaxy®) or portable multimedia players (i.e., iPod®), can be adapted to function as speech generating devices for individuals with autism spectrum disorders or related developmental disabilities. This paper reviews the research in this new and rapidly growing area and delineates an agenda for future investigations. In general, participants using these devices acquired verbal repertoires quickly. Studies comparing these devices to picture exchange or manual sign language found that acquisition was often quicker when using a tablet computer and that the vast majority of participants preferred using the device to picture exchange or manual sign language. Future research in interface design, user experience, and extended verbal repertoires is recommended.
155 citations
Cites background from "Using iPods® and iPads® in teaching..."
...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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TL;DR: The research has been on very basic use of the devices as speech generating devices, as a means of providing video, pictorial and/or audio self-prompting and for leisure activities such as listening to music and watching videos.
Abstract: This article presents a review of the research on the use of mobile touch-screen devices such as PDAs, iPod Touches, iPads and smart phones by people with developmental disabilities. Most of the research has been on very basic use of the devices as speech generating devices, as a means of providing video, pictorial and/or audio self-prompting and for leisure activities such as listening to music and watching videos. Most research studies were small-n designs that provided a preponderant level of research evidence. There is a clear need for more research with younger participants and with a much wider range of apps, including educational apps.
151 citations
References
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TL;DR: The pervasive influence of television suggests that pediatricians begin to include counseling on television as part of anticipatory guidance and continue their efforts to affect the regulation and function of this industry.
Abstract: .This statement describes the possible negative health effects of television viewing on children and adolescents, such as violent or aggressive behavior, substance use, sexual activity, obesity, poor body image, and decreased school performance. In addition to the television ratings system a
1,423 citations
Book•
04 Nov 2004
TL;DR: This paper presents a meta-analysis of single-Case design techniques and its applications in the context of relational modeling, which aims to clarify the role of reinforcement learning in the design of relational models.
Abstract: Preface. I. BACKGROUND. 1. Conducting Experiments. 2. History of Single-Case Designs. II. STRATEGIC ISSUES. 3. Functional Relations. 4. Direct and Systematic Replication. 5. Experimental Questions. III. MEASUREMENT. 6. Quantifying Behavior. 7. Recording Systems. 8. Interobserver Agreement. IV. DESIGN TACTICS. 9. A-B-A-B Designs. 10. Multielement Designs. 11. Multiple Baseline Designs. 12. Repeated Acquisition Designs. 13. Brief Experimental Designs. 14. Combined Designs. V. ANALYZING DATA. 15. Visual Data Analysis. 16. Social Validity. References.
1,406 citations
TL;DR: This paper evaluated the efficacy of video modeling delivered via a handheld device (video iPod) and the use of the system of least prompts to assist elementary-age students with transitioning between locations and activities within the school.
Abstract: This study evaluated the efficacy of video modeling delivered via a handheld device (video iPod) and the use of the system of least prompts to assist elementary-age students with transitioning between locations and activities within the school. Four students with autism learned to manipulate a handheld device to watch video models. An ABAB withdrawal design was used to evaluate a functional relation between video modeling and the percentage of independent transitions by the student. The data indicate that all participants began transitioning more independently after the intervention was introduced and that their performance decreased with withdrawal of intervention. These results are presented in the context of how a portable video delivery system can aid students who spend considerable portions of their day in general education settings where traditional means of delivering video models (e.g., televisions and computers) may not be as accessible.
298 citations
TL;DR: The utility of the Apple iPad™ as a communication device is investigated by comparing its use to a communication system using picture cards, and results were mixed.
Abstract: Augmentative and alternative communication (AAC) interventions have been shown to improve both communication and social skills in children and youth with autism spectrum disorders and other developmental disabilities. AAC applications have become available for personal devices such as cell phones, MP3 Players, and personal computer tablets. It is critical that these new forms of AAC are explored and evaluated. The purpose of this study was to investigate the utility of the Apple iPad™ as a communication device by comparing its use to a communication system using picture cards. Five elementary students with autism spectrum disorders and developmental disabilities who used a picture card system participated in the study. The results were mixed; communication behaviors either increased when using the iPad or remained the same as when using picture cards. The implications of these findings are discussed.
249 citations
"Using iPods® and iPads® in teaching..." refers background in this paper
...The fourth study in the communication domain (Flores et al., 2012) involved five boys (aged 8–11 years) with ASD, multiple disabilities, or intellectual disability....
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TL;DR: A comparison of CBI plus tutoring and face-to-face social skills training suggests that CBI can be as effective as face- to-face instruction.
Abstract: Objective: To review studies involving the use of computer-based interventions (CBI) to improve the social and emotional skills (e.g. emotional recognition) of individuals with autism spectrum disorders (ASD). Methods: The use of computer-based intervention (CBI) in the treatment of autism spectrum disorders (ASD) may offer some advantages to traditional one-to-one or group instruction including easier differentiation of instruction, decreased distractions and the incorporation of an individual’s relative visual learning strengths. However, the results of past research suggest varying outcomes for CBI with individuals with ASD. This review provides a systematic analysis of studies investigating CBI to improve social and emotional skills (e.g. emotion recognition) of individuals with ASD. Electronic database searches and ancestral searches were used to identify studies that met pre-determined inclusion criteria. The included studies were then summarized in terms of: (a) participant characteristics, (b) social and emotional skills targeted, (c) details of the CBI, (d) results, and (e) certainty of evidence. Results: The results of these studies indicated that CBI’s effect on social and emotional skills was mixed, with the majority of studies reporting unacceptable outcomes following intervention. Conclusions: Overall, this review suggests that the use of CBI to improve the social and emotional skills of individuals with ASD is a promising practice. A comparison of CBI plus tutoring and face-to-face social skills training suggests that CBI can be as effective as face-to-face instruction. Practitioners should carefully consider the preferences and existing abilities of individuals with ASD and the customizability of the software when deciding to use CBI and selecting a software program.
217 citations