The present study investigated the effects of learning from an iPad® to real-world skills for children with autism spectrum disorder (ASD). Research has demonstrated that for some children with ASD, electronic media such as an iPad® is highly motivating, highly preferred, and increasing in popularity in homes and in classrooms (Chen & Bernard-Opitz, 1993; Rideout, 2017; Shane & Albert, 2008). Because academic skills are often difficult for children with ASD due to problems with motivation, the current study used the motivating features of iPad® apps to teach real-world academic skills to children with ASD, with the hypothesis that skills would generalize to real-life. The current study used a multiple baseline design across 7 children (6 boys and 1 girl, ages 4-12) with ASD to assess the efficacy of an intervention using iPad® apps on teaching academic skills and the generalization of these learned skills. Baseline measures tested skills both on and off the iPad®, followed by an iPad®-only intervention. In the generalization phase, correct responding increased in comparison to baseline probes for five of the six participants who met mastery criterion during the iPad® intervention. Four participants generalized skills at higher than baseline levels to real-life probes after iPad® Intervention, and one after Booster iPad® Intervention sessions.
| Identifer | oai:union.ndltd.org:CLAREMONT/oai:scholarship.claremont.edu:cmc_theses-3012 |
| Date | 01 January 2018 |
| Creators | Klein, Claire |
| Publisher | Scholarship @ Claremont |
| Source Sets | Claremont Colleges |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | CMC Senior Theses |
Page generated in 0.014 seconds