The proliferation of mobile technologies and apps raises questions for researchers in the field of educational technology. Many apps are marketed as having impact on learning or therapeutic outcome in populations with additional support needs. This paper briefly outlines three possible academic responses to the rise of therapeutic technologies for vulnerable populations. These are: reviewing existing scientific evidence to inform design; knowledge exchange with consumers and commercial partners; and rigorous evaluation of technologies in an academic context. The examples are drawn from autism research, but have implications for the evaluation of technologies generally, and for provision of guidance to various user communities. Better communication and closer working between developers, researchers and consumers is necessary to ensure relevant research outcomes and evidence-based practice in educational technology. The paper concludes with concrete recommendations for researchers in Education, Psychology, or Computer Science in carrying out work relevant to commercial enterprise and consumers.