L'uso dell'iPad per fornire istruzioni didattiche e il suo effetto sul comportamento problema e sul coinvolgimento didattico per due studenti con autismo

The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism

Neely L, Rispoli M, Camargo S, Davis H, Boles M.
Research In Autism Spectrum Disorders. 2013; 7(4): 509-516. DOI: 10.1016/j.rasd.2012.12.004
iPads® are increasingly used in the education of children with autism spectrum disorder. However, few empirical studies have examined the effects of iPads® on student behaviors. The purpose of this study was to compare academic instruction delivered with an iPad® to instruction delivered through traditional materials for two students with autism spectrum disorder who engaged in escape-maintained challenging behavior. An ABAB reversal design was utilized in which academic instruction with an iPad® and academic instruction with traditional materials were compared. Both participants demonstrated lower levels of challenging behavior and higher levels of academic engagement in the iPad® condition and higher levels of challenging behavior with lower levels of academic engagement during the traditional materials condition. These results suggest that the use of an iPad® as a means of instructional delivery may reduce escape-maintained behavior for some children with autism. Suggestions for future research directions are discussed.