Tablet Devices in the Classroom: Their Instructional Role with Children on the Autism Spectrum

Abstract

Understanding the instructional role of tablet devices while teaching a group of learners diagnosed with autism was the purpose of this research study. Five children diagnosed with autism participated in activities involving traditional paper and pencil and tablet devices. Observations and interviews with learners and one teacher were conducted. The case study provided an understanding of the motivational impact tablet devices potentially have on learners on the autism spectrum concerning engagement and participation in learning activities. The study also revealed that technology in general and tablet devices, in particular, are used in the classroom as reward mechanisms and entertaining strategies to seize and retain the learners’ attention to achieve instructional goals.

Keywords

ARCS model autism spectrum disorder motivation tablet devices technology integration

Get full access to this article

View all access options for this article.

References

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.), American Psychiatric Association. https://doi.org/10.1176/appi.books.9780890425596

Aspiranti

K. B.

Larwin

K. H.

Schade

B. P.

(2020). Ipads/tablets and students with autism: A meta-analysis of academic effects. Assistive Technology, 32(1), 23–30. https://doi.org/10.1080/10400435.2018.1463575

Baio

Wiggins

Christensen

D. L.

, et al. (2018). Prevalence of autism spectrum disorder among children aged 8 years - Autism and developmental disabilities monitoring network, 11 sites, United States, 2014. Morbidity and Mortality Weekly Report - Surveillance Summaries, 67(6), 1–23. https://doi.org/10.15585/mmwr.ss6706a1

Burton

C. E.

Anderson

D. H.

Prater

M. A.

Dyches

T. T.

(2013). Video self-modeling on an iPad to teach functional math skills to adolescents with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 28(2), 67–77. https://doi.org/10.1177/1088357613478829

Cihak

D. F.

Bowlin

(2009). Using video modeling via handheld computers to improve geometry skills for high school students with learning disabilities. Journal of Special Education Technology, 24(4), 17–29. https://doi.org/10.1177/016264340902400402

Charron

Lewis

Craig

(2017). A robotic therapy case study: Developing joint attention skills with a student on the autism spectrum. Journal of Educational Technology Systems, 46(1), 137–148. https://doi.org/10.1177/0047239516687721

Daniel

L. G.

King

D. A.

(1997). Impact of inclusion education on academic achievement, student behavior and self-esteem, and parental attitudes. Journal of Educational Research, 91(2), 67–80. https://doi.org/10.1080/00220679709597524

Dawson

Rogers

Munson

Smith

Winter

Greenson

Donaldson

Varley

(2010). Randomized, controlled trial of an intervention for toddlers with autism: The early start denver model. Pediatrics, 125(1), e17–e23. https://doi.org/10.1542/peds.2009-0958

DeWalt

K. M.

DeWalt

B. R.

(2010). Participant observation: A guide for fieldworkers. Rowman Altamira.

10.

Goo

Maurer

A. L.

Wehmeyer

M. L.

(2019). Systematic review of using portable smart devices to teach functional skills to students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 54(1), 57–68.

11.

Hartup

W. W.

(1989). Social relationships and their developmental significance. American Psychologist, 44(2), 120–126. https://doi.org/10.1037/0003-066X.44.2.120

12.

Hetzroni

O. E.

Israel

(2019). Ipads for teaching graphic symbols to people with autism spectrum disorder. Journal of Cognitive Education and Psychology, 18(2), 89–107. https://doi.org/10.1891/1945-8959.18.2.89

13.

Huber

K. D.

Rosenfeld

J. G.

Fiorello

C. A.

(2001). The differential impact of inclusion and inclusive practices on high, average, and low achieving general education students. Psychology in the Schools, 38(1), 497–504. https://doi.org/10.1002/pits.1038

14.

Hughes

E. M.

Yakubova

(2019). Addressing the mathematics gap for students with ASD: An evidence-based systematic review of video-based mathematics interventions. Review Journal of Autism and Development Disorders, 6(2), 147–158. https://doi.org/10.1007/s40489-019-00160-3

15.

Jowett

E. L.

Moore

D. W.

Anderson

(2012). Using an iPad-based video modelling package to teach numeracy skills to a child with an autism spectrum disorder. Developmental Neurorehabilitation, 15(4), 304–312. https://doi.org/10.3109/17518423.2012.682168

16.

Kagohara

D. M.

Sigafoos

Achmadi

O’Reilly

Lancioni

(2012). Teaching children with autism spectrum disorders to check the spelling of words. Research in Autism Spectrum Disorders, 6(1), 304–310. https://doi.org/10.1016/j.rasd.2011.05.012

17.

Keller

J. M.

(1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10. https://doi.org/10.1007/BF02905780

18.

Keller

J. M.

(2008). First principles of motivation to learn and e3-learning. Distance Education, 29(2), 175–185. https://doi.org/10.1080/01587910802154970

19.

Keller

J. M.

Suzuki

(2004). Learner motivation and E-learning design: A multinationally validated process. Journal of Educational Media, 29(3), 229–239. https://doi.org/10.1080/1358165042000283084

20.

Lang

Ramdoss

Raulston

Carnet

Sigafoos

Didden

O’Reilly

M. F.

(2014). Assistive technology for people with autism spectrum disorders. In Lancioni

G. E.

Singh

N. N.

(Eds.), Assistive technologies for people with diverse abilities (pp. 157–190). Springer.

21.

Lewis

L. B.

(1998). Assistive technology and learning disabilities: Today's realities and tomorrow's promises. Journal of Learning Disabilities, 31(1), 16–26. https://doi.org/10.1177/002221949803100103

22.

Lorah

E. R.

Tincani

Dodge

Gilroy

Hickey

Hantula

(2013). Evaluating picture exchange and the iPad™ as a speech generating device to teach communication to young children with autism. Journal of Developmental and Physical Disabilities, 25(6), 637–649. https://doi.org/10.1007/s10882-013-9337-1

23.

Lord

Bishop

S. L.

(2010). Autism spectrum disorders. Social Policy Report, 24(2), 1–27. https://doi.org/10.1002/j.2379-3988.2010.tb00063.x

24.

Lotter

(1966). Epidemiology of autistic conditions in young children. Social Psychiatry, 1(3), 124–135. https://doi.org/10.1007/BF00584048

25.

Matson

J. L.

Nebel-Schwalm

Matson

M. L.

(2007). A review of methodological issues in the differential diagnosis of autism spectrum disorders in children. Research in Autism Spectrum Disorders, 1(1), 38–54. https://doi.org/10.1016/j.rasd.2006.07.004

26.

Means

T. B.

Jonassen

D. H.

Dwyer

F. M.

(1997). Enhancing relevance: Embedded ARCS strategies vs. Purpose. Educational Technology Research and Development, 45, 5–17. https://doi.org/10.1007/BF02299610

27.

Mesibov

G. B.

Shea

(2010). The TEACCH program in the era of evidence-based practice. Journal of Autism and Developmental Disorders, 40(5), 570–579. https://doi.org/10.1007/s10803-009-0901-6

28.

Mirenda

(2001). Autism, augmentative communication and assistive technology: What do we really know? Focus on Autism and Other Developmental Disabilities, 16(3), 141–151. https://doi.org/10.1177/108835760101600302

29.

Mize

Bryant

D. P.

Bryant

B. R.

(2020). Teaching reading to students with learning disabilities: Effects of combined iPad-assisted and peer-assisted instruction on oral reading fluency performance. Assistive Technology, 32(6), 317–324. https://doi.org/10.1080/10400435.2018.1559896

30.

Muharib

Correa

V. I.

Wood

C. L.

Haughney

K. L.

(2019). Effects of functional communication training using GoTalk NowTM iPad® application on challenging behavior of children with autism spectrum disorder. Journal of Special Education Technology, 34(2), 71–79. https://doi.org/10.1177/0162643418783479

31.

Neely

Rispoli

Camargo

Davis

Boles

(2013). The effect of instructional use of an iPad on challenging behavior and academic engagement for two students with autism. Research in Autism Spectrum Disorders, 7(4), 509–516. https://doi.org/10.1016/j.rasd.2012.12.004

32.

O’Malley

Jenkins

Wesley

Donehower

Rabuck

Lewis

M. E. B.

(2013). Effectiveness of using iPads to build math fluency. Paper presented at the Council for Exceptional Children Annual Meeting, San Antonio, Texas, Apr 3–6, 2013. https://files.eric.ed.gov/fulltext/ED541158.pdf

33.

Rapaport

(1951). Organization and pathology of thought: Selected sources. Columbia University Press.

34.

Rogers

S. J.

(1998). Empirically supported comprehensive treatments for young children with autism. Journal of Clinical Child Psychology, 27(2), 168–179. https://doi.org/10.1207/s15374424jccp2702_4

35.

Schensul

S. L.

Schensul

J. J.

LeCompte

M. D.

(1999). Essential ethnographic methods: Observations, interviews, and questionnaires (Vol. 2). Altamira Press.

36.

Sharpe

M. N.

(1994). Effects of inclusion on the academic performance of classmates without disabilities: A preliminary study. Remedial and Special Education, 15(5), 281–287. https://doi.org/10.1177/074193259401500503

37.

Simpson

R. L.

de Boer-Ott

S. R.

Smith-Myles

(2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in Language Disorders, 23(2), 116–133. hhttps://doi.org/10.1097/00011363-200304000-00005

38.

Sng

C. Y.

Carter

Stephenson

(2020). Teaching on-topic conversational responses to students with autism spectrum disorders using an iPad app. International Journal of Disability, Development and Education, 1–20. https://doi.org/10.1080/1034912X.2020.1719045

39.

Song

S. H.

Keller

J. M.

(2001). Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation. Educational Technology Research and Development, 49(2), 5–22. https://doi.org/10.1007/BF02504925

40.

Stake

(1995). The art of case study research. Sage.

41.

Strain

P. S.

Bovey

E. H.

(2011). Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. Topics in Early Childhood Special Education, 31(3), 133–154. https://doi.org/10.1177/0271121411408740

42.

Tan

Alant

(2018). Using peer-mediated instruction to support communication involving a student with autism during mathematics activities: A case study. Assistive Technology, 30(1), 9–15. https://doi.org/10.1080/10400435.2016.1223209

43.

Tanaka

J. W.

Wolf

J. M.

Klaiman

Koenig

Cockburn

Herlihy

Brown

Stahl

Kaiser

M. D.

Schultz

R. T.

(2010). Using computerized games to teach face recognition skills to children with autism spectrum disorder: The let’s face It! program. Journal of Child Psychology and Psychiatry, 51(8), 944–995. https://doi.org/10.1111/j.1469-7610.2010.02258.x

44.

TeachThought staff (2018). 25 of the Best Math Resources in 2018. https://www.teachthought.com/technology/25-best-math-resources-2018/

45.

Valencia

Rusu

Quiñones

Jamet

(2019). The impact of technology on people with autism spectrum disorder: A systematic literature review. Sensors (Basel, Switzerland), 19(20), 4485. https://doi.org/10.3390/s19204485

46.

Wolfberg

Bottema-Beutel

DeWitt

(2012). Including children with autism in social and imaginary play with typical peers: Integrated play groups model. American Journal of Play, 5(1), 55–80.

47.

Wongwiwatthananukit

Popovich

N. G.

(2000). Applying the ARCS model of motivational design to pharmaceutical education. American Journal of Pharmaceutical Education, 64(2), 188–196.

48.

Yin

R. K.

(2003). Case study research: Design and methods. Sage.