We conducted a systematic review of studies that involved iPods[R], iPads[R], and related devices (e.g., iPhones[R]) in teaching programs for individuals with developmental disabilities. The search yielded 15 studies covering five domains: (a) academic, (b) communication, (c) employment, (d) leisure, and (e) transitioning across school settings. The 15 studies reported outcomes for 47 participants, who ranged from 4 to 27 years of age and had a diagnosis of autism spectrum disorder (ASD) and/or intellectual disability. Most studies involved the use of iPods[R] or iPads[R] and aimed to either (a) deliver instructional prompts via the iPod Touch[R] or iPad[R], or (b) teach the person to operate an iPod Touch[R] or iPad[R] to access preferred stimuli. The latter also included operating an iPod Touch[R] or an iPad[R] as a speech-generating device (SGD) to request preferred stimuli. The results of these 15 studies were largely positive, suggesting that iPods[R], iPod Touch[R], iPads[R], and related devices are viable technological aids for individuals with developmental disabilities. (Contains 1 table.)