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Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review

2012; Elsevier BV; Volume: 34; Issue: 1 Linguagem: Inglês

10.1016/j.ridd.2012.07.027

1873-3379

Debora M. Kagohara, Larah van der Meer, Sathiyaprakash Ramdoss, Mark F. O’Reilly, Giulio E. Lancioni, Tonya N. Davis, Mandy Rispoli, Russell Lang, Peter B. Marschik, Dean Sutherland, Vanessa A. Green, Jeff Sigafoos,

Family and Disability Support Research

We conducted a systematic review of studies that involved iPods®, iPads®, and related devices (e.g., iPhones®) in teaching programs for individuals with developmental disabilities. The search yielded 15 studies covering five domains: (a) academic, (b) communication, (c) employment, (d) leisure, and (e) transitioning across school settings. The 15 studies reported outcomes for 47 participants, who ranged from 4 to 27 years of age and had a diagnosis of autism spectrum disorder (ASD) and/or intellectual disability. Most studies involved the use of iPods® or iPads® and aimed to either (a) deliver instructional prompts via the iPod Touch® or iPad®, or (b) teach the person to operate an iPod Touch® or iPad® to access preferred stimuli. The latter also included operating an iPod Touch® or an iPad® as a speech-generating device (SGD) to request preferred stimuli. The results of these 15 studies were largely positive, suggesting that iPods®, iPod Touch®, iPads®, and related devices are viable technological aids for individuals with developmental disabilities.