The effect of instructional use of an iPad? on challenging behavior and academic engagement for two students with autism

摘要

iPads? are increasingly used in the education of children with autism spectrum disorder. However, few empirical studies have examined the effects of iPads? on student behaviors. The purpose of this study was to compare academic instruction delivered with an iPad? to instruction delivered through traditional materials for two students with autism spectrum disorder who engaged in escape-maintained challenging behavior. An ABAB reversal design was utilized in which academic instruction with an iPad? and academic instruction with traditional materials were compared. Both participants demonstrated lower levels of challenging behavior and higher levels of academic engagement in the iPad? condition and higher levels of challenging behavior with lower levels of academic engagement during the traditional materials condition. These results suggest that the use of an iPad? as a means of instructional delivery may reduce escape-maintained behavior for some children with autism. Suggestions for future research directions are discussed. ? 2013 Published by Elsevier Ltd.