iPads[R] are increasingly used in the education of children with autism spectrum disorder. However, few empirical studies have examined the effects of iPads[R] on student behaviors. The purpose of this study was to compare academic instruction delivered with an iPad[R] 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[R] 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[R] 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[R] as a means of instructional delivery may reduce escape-maintained behavior for some children with autism. Suggestions for future research directions are discussed. (Contains 2 tables and 3 figures.)