On a surface level, apps for autism appear to be a cheap and effective solution for kids with autism.  Indeed, it has been referred to as “a quiet revolution” for the autism community. For example, supplying a communication board that uses a device that is an attractive status symbol must surely be the ultimate solution!

Scholarly Research

As can be expected for such relatively new technology, there is limited research available;  it really needs to be proven via scientific testing.   Here’s our findings from relevant scholarly articles and also from our class discussions:

Pros

Price (2011) found that her small sample of students with autism generally improved their reading comprehension when using the iPad.

Price (2011) found that teachers reported that students were motivated by the iPad.  Indeed, many would choose the iPad as a reward for appropriate behaviour.

Price (2011) also noted that the iPad reduced off-task behaviour.

Price (2011)  found that students found the screen really easy to navigate.

“Both staff and parents commented that the iPad and communication apps were supe- rior to traditional communication devices in the areas of durability, cost, and appear- ance.” (Price, 2011, p.34.).

Research supports the use of apps as a communication device for some individuals with developmental disabilities (O’Reilly et. al, 2011).

Video Modelling using an smartphone/tablet has been found to be an effective means of helping students learn and transition appropriate social behaviour.   However, the transitioning reduced with the removal of the model (Cihak, et al., 2010.).

Wong (2012) discussed how the iPad is a very closed system; the requirements set up by Apple to produce an app are very strict and this means that there is very little chance that Apple iPad will have a virus.

Cons

Movies and music may be a distraction for students with autism (Price, 2011).

Price (2011) noted that students had difficulties organizing their apps and teachers found the iTunes store frustrating.

Price (2011) also reported that teachers were frustrated by the lack of reading levels, interest levels, and overall information regarding eBooks.

Price (2011) reported that the use of voiceover features was quickly abandoned.  The feature was too confusing for teachers and students.

Price (2011) also noted that there was a lack of eBooks available from their local library that were interactive and did not require the use of Adobe Flash Player which is not yet compatible with the iPad.

Wong (2012) discussed that anybody can create an app for an iPad so long as they pass standards set by Apple.  These standards do not necessarily mean that the needs of students with autism will be met.  Indeed, there is no need for apps that say they meet the needs of an autistic child to be scientifically proven.

Wong (2012) discussed how some apps can disappear without any warning.  This could cause real distress for students with autism who may have developed an interest in an app.

What does the internet say?

There are plenty of websites, blogs etc… concerning the effectiveness of apps for autism.  They are great because they provide a personal and practical perspective of their effectiveness.  Here’s some of the pros and cons we found out:

Pros

We’ll start with one that may surprise you…Cost!!  Models range from $500 – $800.  This, however, is a great deal cheaper than most other augmentative communication devices.  For example, a DynaVox can cost from $5000 to $10 000 (The iPad: a Useful Tool for Autism, n.d.).

 

 

It is a highly sought after piece of technology and could be classified as a “status symbol” for students.  Students can feel cool, “grooving around the playground”! (Harrell, 2011, p. 3.).  Gold (2012) commented about how great it is that nonverbal people can use a device not all of society sees as 21st Century technology.

The iPad can be a device that can help a family function.  “…outings like this can be a challenge. Without the iPad and its ability to occupy Leo, the excursion would be near impossible.” (Harrell, 2011).

 

 

 

Children with autism have a tendency to be visual learners; they are somewhat drawn toward technology and screens (Harrell, 2011).

Teachers/Parents no longer have to spend a substantial amount of time cutting out picture communication symbols, then glueing them to velcro strips to make schedules;  these are very easily accessed via an app (Harrell, 2011).

Touch screen technology is more effective than keys for many nonverbal children (Autism and Apple, 2011).

 

 

 

 

Gold (2012) discussed how there is an abundance of apps that are suitable for students with special needs; the choice can help choose apps to suit their individual needs.

 

Cons

It is not as sturdy as a communication board that has been especially created for a student with a developmental disability.  If the student is prone to frustration outburst as many students with autism are, one most exert some caution (The iPad: a Useful Tool for Autism, n.d.).  Having said that, it is pretty study.  Check out this video:  Macworld Video: iPad stress tests

The device was not created specifically for students with special needs (Harrell, 2011).

Health insurance companies are reluctant to insure Apple products because they consider them primarily recreational products (Harrell, 2011).

There are software glitches.   IPOD/IPHONE/IPAD GLITCHES! For some children with autism, this can be very difficult to deal with and can lead to explosive tantrums (Harrell, 2011).

 

 

 

The iPad is merely a tool.  It does not guarantee that learning will take place.

The iPad could become a restricted interest for students with autism and prevent a student from experiencing other options.  Here’s an iPad meltdown from a student without autism The iPad meltdown