Kolbie Haines

Research
Technology 605
Tablets and Autism
University of Mount Union
Kolbie Haines
Parents are usually the first to notice their child showing signs of autism such as failing to
make eye contact, not responding to his or her name or playing with toys in unusual, repetitive
ways (Autism Speaks 2016). Working at a development preschool, I see many students with
special needs who are nonverbal who would highly benefit from portable, off-the-shelf handheld
devices like tablet based computers such as iPads, Galaxys or portable multimedia players like
iPods.
It is common for students with autism spectrum disorders or also referred to as ASD,
have many different skills but lack social-communication (Ganz, Boles, Goodwyn, Flores, 2014:
American Psychiatric Association, 2000). It is estimated that 30 % of individuals diagnosed
with autism spectrum disorder (ASD) fail to develop vocal output capabilities (Wodka et al.
2013). For those individuals, it is often necessary to incorporate an augmentative and alternative
communication (AAC) system when establishing a communication repertoire, or verbal behavior
(Millar et al. 2006; Mirenda 2001, 2003; Ogletree and Harn 2001), said researchers Elizabeth R.
Lorah, Ashley Parnell, Peggy Schaefer Whitby and Donald Hantula. These researchers did a
review on of tablet computers and portable media players as speech generating devices for
individuals with autism spectrum disorders. They collected data with on devices that met the the
following criteria: (a)evaluate the use of devices on the acquisition of a mand (requesting)
repertoire; (b) studies that evaluate the use of devices on the acquisition of other verbal operants

(i.e., tacting or labeling); (c) studies that evaluate teaching discrimination; and (d) comparison
studies. The researchers found that out of the total of 17 studies that met the criteria for
inclusion in the review, confirm that stakeholders should consider using handheld computing
device or portable multimedia players when addressing the acquisition of verbal behavior due to
many benefits and that 93 % of participants acquired the ability to communicate using the iPod
or iPad as a SGD, within the context of the study ( Lorah, Parnell, Whitby & Hantula 2015).
The benefits are limitless. Breaking down the wall for children with autism with the help
of these technologies can allow students to succeed in ways that were not possible until recently,
about 2010, when apple created a program that became kid friendly (Johnson 2013: Grezlak,
2011; Jackson, 2011; McCrea, 2010). The ipad can be used in a variety of ways throughout a
teachers curriculum such as fine motor skills and printing, letter recognition and phonics, and
mathematics (Johnson 2013). The survey also tried to find a negative side to using these
technologies with students with special needs but could not find much. Johnson added, In
general, teachers and assistants were extremely positive about the utility of iPads for elementary
school children with special needs. While all children reportedly responded favourably to tablet
computers, some comments might be interpreted as suggesting that some children responded
even more favourably than others (e.g., boys and children with autism). Researchers
investigated the effects of visual scripts delivered using an iPad on the use of verbs and nouns in
children with autism. This research addressed the effects of the iPad-based visual scripts on the
responses to informational questions using nouns and verbs. Participants demonstrated increases
in their use of nouns and verbs. The researchers also investigated the effects of the iPad- based
scripts on prompting, asking whether the level of prompting would decrease. The results showed

that less intrusive prompts were required over time. This research also had a large effect on the
use of spontaneous speech while using an iPad ( Ganz, Boles, Goodwyn & Flores, 2014)
Although not many, there are barrier to technology. In order for the technology to be
available to students in school teachers must be trained in that technology. Regardless of
technology type, the teacher needs to clearly understand each students educational and transition
goals to determine how a technology tool will facilitate growth toward those goals. This may
require that teachers take time to be trained on the various tools, ( Kellems, Grigal, Unger,
Simmons, Bauder, Williams 2015).

References:
Ganz J., Boles M., Goodwyn F., Flores M., (2014). Efficacy of Handheld Electronic Visual
Supports to Enhance Vocabulary in Children With ASD. Focus on Autism and Other
Developmental Disabilities. 29 (1). P.3-12. Retrieved from:
http://dx.doi.org.mt.opal-libraries.org/10.1177/1088357613504991.
Johnson K., Genevieve M., Canadian Journal of Learning and Technology. (2013). Using Tablet
Computers with Elementary School Students with Special Needs: The Practices and
Perceptions of Special Education Teachers and Teacher Assistants. Canadian Network
for Innovation in Education. 39 (4). Retrieved from:
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1029332.
Kellems, Ryan O.,Grigal, M., Unger, D., Simmons, T., Bauder, D., Williams, C. (2015).
Technology and Transition in the 21st Century. SAGE Publications. 47 (6 ) p. 336-343.
Retreived from: http://dx.doi.org.mt.opal-libraries.org/10.1177/0040059915588089.
Lorah, E., Parnell, A., Whitby, P., (2014, November 21) Systematic Review of Tablet Computers
and Portable Media Players as Speech Generating Devices for Individuals with Autism
Spectrum Disorder. Journal of Autism and Developmental Disorders. 45:37923804.
Retrived from: http://dx.doi.org.mt.opal-libraries.org/10.1007/s10803-014-2314-4.