NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1113520
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0896-3746
Engaging Preschool Children with Severe and Multiple Disabilities Using Books and iPad Apps
Kemp, Coral; Stephenson, Jennifer; Cooper, Megan; Hodge, Kerry
Infants and Young Children, v29 n4 p249-266 Oct-Dec 2016
A single subject multiple treatment design was used to compare the engagement of 3 preschool children with severe and multiple disabilities, using 2 different stimuli: picture books and iPad apps matched for theme and content. Two of the 3 children had diagnoses of autism spectrum disorder in addition to their other disabilities. Sessions for each child were guided by trained facilitators who were staff working in the inclusive childcare settings attended by the children. Sessions were video recorded and later coded using a 5-second interval recording system. Visual inspection of the data indicated that 1 child was equally engaged with both media, while the 2 with diagnosed autism spectrum disorders were better engaged with the iPad apps. These results are discussed in relation to the potential of technology to engage children with high support needs and autism spectrum disorder with a view to enhancing their engagement in inclusive early childhood settings.
Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A