The purpose of this study was to evaluate the effects of using the iPad as compared to traditional paper curriculum to teach phonics to young children with autism spectrum disorder (ASD) ages five to six years old. The study also evaluated whether the iPad can increase academic engagement and decrease challenging behavior while completing literacy tasks. A single-subject ABCBC experimental design with generalization assessments across novel stimuli was used. A total of three participants were involved in the study and all had a previous diagnosis of autism. Data sources used throughout the study included Hooked on Phonics curriculum, Apple iPad, partial interval recording system, momentary time sample, and anecdotal reports. Results included an increase in phonological awareness, an increase in academic engagement, and a decrease in challenging behavior as a result of the Hooked-on Phonics curriculum in both the traditional paper and iPad as an instructional tool. Future research will want to evaluate the effectiveness of the iPad on different literacy skills and other context areas. It will also want to assess generalization across novel environments and conduct maintenance sessions to see if the skills learned remain over time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]