Comparative observations of learning engagement by students with developmental disabilities using an Ipad and...

Area of Science:

• Educational technology
• Developmental disabilities research
• Autism spectrum disorder interventions

Background:

• Investigating the efficacy of emerging touch-tablet devices for children with developmental disabilities (DD).
• Assessing the impact of the Apple iPad on learning participation and academic performance in students with DD, including autism spectrum disorder.

Observation:

• A single-case design evaluated four students with DD, comparing participation levels with standard computers versus iPads.
• A six-component participation scale quantified student engagement during learning sessions.
• Individual variations in attention, task persistence, and goal-directed behavior were observed with iPad use.

Findings:

• No significant difference in participation was observed between iPad and computer use for three of the four subjects.
• One subject demonstrated notably higher participation with the iPad.
• Student academic scores showed improvement during the study period.

Implications:

• Findings do not definitively support the iPad over computers, or vice versa, for academic goals in students with DD.
• Highlights the need for documenting best practices and identifying barriers for touch-tablet devices in individualized education.
• Emphasizes the importance of individualized approaches when integrating technology for students with special needs.