Date of Submission
Open Access Senior Thesis
Bachelor of Arts
Marjorie H. Charlop
The present study investigated the effects of learning from an iPad® to real-world skills for children with autism spectrum disorder (ASD). Research has demonstrated that for some children with ASD, electronic media such as an iPad® is highly motivating, highly preferred, and increasing in popularity in homes and in classrooms (Chen & Bernard-Opitz, 1993; Rideout, 2017; Shane & Albert, 2008). Because academic skills are often difficult for children with ASD due to problems with motivation, the current study used the motivating features of iPad® apps to teach real-world academic skills to children with ASD, with the hypothesis that skills would generalize to real-life. The current study used a multiple baseline design across 7 children (6 boys and 1 girl, ages 4-12) with ASD to assess the efficacy of an intervention using iPad® apps on teaching academic skills and the generalization of these learned skills. Baseline measures tested skills both on and off the iPad®, followed by an iPad®-only intervention. In the generalization phase, correct responding increased in comparison to baseline probes for five of the six participants who met mastery criterion during the iPad® intervention. Four participants generalized skills at higher than baseline levels to real-life probes after iPad® Intervention, and one after Booster iPad® Intervention sessions.
Klein, Claire, "Generalization of iPad®-Learned Skills in Children with Autism Spectrum Disorder" (2018). CMC Senior Theses. 1869.
Applied Behavior Analysis Commons, Child Psychology Commons, Clinical Psychology Commons, School Psychology Commons