[article] 
inResearch in Autism Spectrum Disorders > 7-4 (April 2013) . - p.509-516

Titre :	The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Leslie NEELY, Auteur ; Mandy RISPOLI, Auteur ; Siglia CAMARGO, Auteur ; Heather S. DAVIS, Auteur ; Margot B. BOLES, Auteur
Article en page(s) :	p.509-516
Langues :	Anglais (eng)
Mots-clés :	iPad®  Autism spectrum disorder  Challenging behavior  Academic demand
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2012.12.004
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

[article] The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism [Texte imprimé et/ou numérique] / Leslie NEELY, Auteur ; Mandy RISPOLI, Auteur ; Siglia CAMARGO, Auteur ; Heather S. DAVIS, Auteur ; Margot B. BOLES, Auteur . - p.509-516.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.509-516

Mots-clés :	iPad®  Autism spectrum disorder  Challenging behavior  Academic demand
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2012.12.004
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192