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ERIC Number: EJ1003354
Record Type: Journal
Publication Date: 2013-Jan
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0891-4222
Using iPods[R] and iPads[R] in Teaching Programs for Individuals with Developmental Disabilities: A Systematic Review
Kagohara, Debora M.; van der Meer, Larah; Ramdoss, Sathiyaprakash; O'Reilly, Mark F.; Lancioni, Giulio E.; Davis, Tonya N.; Rispoli, Mandy; Lang, Russell; Marschik, Peter B.; Sutherland, Dean; Green, Vanessa A.; Sigafoos, Jeff
Research in Developmental Disabilities: A Multidisciplinary Journal, v34 n1 p147-156 Jan 2013
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.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A