iPads/tablets and students with autism: A meta-analysis of academic effects

Aspiranti, Kathleen B.; Larwin, Karen H.; Schade, Benjamin P.

doi:10.1080/10400435.2018.1463575

Cited by 23 publications

(16 citation statements)

References 27 publications

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“…The metaanalysis on academic effects conducted by Aspiranti et al's (2020) among ASD learners showed positive results. It is suggested that the use of iPads in the classroom "have a positive impact on student achievement for students with autism, when incorporated as part of their daily learning experiences" (Aspiranti et al, 2020, p. 29). Valencia et al's (2019's systematic review revealed that the use of virtual agents, artificial intelligence, virtual reality, and augmented reality offers alternative learning environments for learners on the autism spectrum.…”

Section: Discussionmentioning

confidence: 99%

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

Correia

Halabi²

2021

Journal of Educational Technology Systems

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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.

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Section: Discussionmentioning

confidence: 99%

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

Correia

Halabi²

2021

Journal of Educational Technology Systems

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“…This rapid increase can be attributed to several reasons such as commercial interests such as license fees for graphic symbols; increased awareness of the utility of graphic symbols for communication (Isaacson and Lloyd, 2013;McNaughton and Light, 2015) and educational purposes (Mavrou et al, 2013); an explosion of use of graphic symbols (e.g. emojis), for communication purposes by the general community for use in social media such as Facebook and Instagram (Weissman and Tanner, 2018); the advancement of mobile technology (Bunning et al, 2012;Aspiranti et al, 2020) and developments occurring in the world of artificial intelligence (AI) with its impact on AAC where machine learning, natural language processing and image recognition are all changing the way symbol systems are developed and used.…”

Section: Toward a New Classification Of Aac Symbolsmentioning

confidence: 99%

Introduction of a new AAC symbol classification system: the multidimensional quaternary symbol continuum (MQSC)

Pampoulou

Fuller

2021

JET

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PurposeWhen the augmentative and alternative communication (ACC) model (Lloyd et al., 1990) was proposed, these components of symbols were not considered, nor were they contemplated when superordinate (Lloyd and Fuller, 1986) and subordinate levels (Fuller et al., 1992) of AAC symbol taxonomy were developed. The purpose of this paper is to revisit the ACC model and propose a new symbol classification system called multidimensional quaternary symbol continuum (MQSC)Design/methodology/approachThe field of AAC is evolving at a rapid rate in terms of its clinical, social, research and theoretical underpinnings. Advances in assessment and intervention methods, technology and social issues are all responsible to some degree for the significant changes that have occurred in the field of AAC over the last 30 years. For example, the number of aided symbol collections has increased almost exponentially over the past couple of decades. The proliferation of such a large variety of symbol collections represents a wide range of design attributes, physical attributes and linguistic characteristics for aided symbols and design attributes and linguistic characteristics for unaided symbols.FindingsTherefore, it may be time to revisit the AAC model and more specifically, one of its transmission processes referred to as the means to represent.Originality/valueThe focus of this theoretical paper then, is on the current classification of symbols, issues with respect to the current classification of symbols in terms of ambiguity of terminology and the evolution of symbols, and a proposal for a new means of classifying the means to represent.Peer reviewThe peer review history for this article is available at: https://publons.com/publon10.1108/JET-04-2021-0024

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“…Although one of the students showed a lower improvement than his peers, he still preferred using a tablet-device (Moreno, 2020). A meta-analysis of studies that explored the use of touchscreen devices concluded that using tablets as a supplementary tool has a significant effect on students' math and reading skills (Aspiranti, Larwin, & Schade, 2020).…”

Section: Use Of Tablet Pcs In Education For Children With Sendmentioning

confidence: 99%

Exploring the Use of Touchscreen Devices for Children With Special Educational Needs and Disabilities: Digital vs Traditional

Durgungoz

2021

EJSE

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This research explores the use of touchscreen devices with children with special educational needs and disabilities (SEND) regarding their engagement with schoolwork. The participant children’s attention, interaction and success with tablet computers and traditional materials were evaluated to fulfil the research aims. The study was conducted in a special needs education institution in Turkey. Video recording and observation were used to collect data. Seven students with different special needs participated in this study. Four sessions were held with each child; two sessions were held with traditional materials, and the other two sessions were held with the touchscreen device. Paired Sample T-Test was used to assess children’s attention and interaction time within two different conditions. Wilcoxon Test was used to analyse the success of children. The results show that the participants’ attention time was longer with the touchscreen device. Children’s interaction time and their success with the device were related to the mobile application. Observation data indicated that not all aspects of the applications were suitable for the students, which negatively affected their learning experience. This study concludes that although an increase of interest in introducing a new tool might have a primary role in the participants’ engagement, digital mobile devices could become indispensable for children with SEND. Therefore, more efforts should be canalised into developing mobile software that is carefully tailored for specific disabilities and individual needs. Article visualizations:<img src="/-counters-/edu_01/0729/a.php" alt="Hit counter" />

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iPads/tablets and students with autism: A meta-analysis of academic effects

Cited by 23 publications

References 27 publications

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

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

Introduction of a new AAC symbol classification system: the multidimensional quaternary symbol continuum (MQSC)

Exploring the Use of Touchscreen Devices for Children With Special Educational Needs and Disabilities: Digital vs Traditional

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