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

https://doi.org/10.1016/j.ridd.2012.07.027Get rights and content

Abstract

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.

Highlights

► Reviewed use of iPads® and related devices for teaching persons with developmental disabilities. ► Devices used to teach skills from five domains. ► Devices used to deliver prompts or access preferred stimuli. ► Results were largely positive. ► iPads® and related devices are viable for use in teaching this population.

Introduction

Technological advances are leading to the development of an increasing number of computer-based devices and software applications that might be used in teaching programs for individuals with developmental disabilities (Ramdoss et al., 2011a, Ramdoss et al., 2012a, Ramdoss et al., 2012b, Ramdoss et al., 2011b). Recent technological advances have led to products such as the Apple iPod®, Apple iPod Touch®, Apple iPad®, and the Apple iPhone®. These devices appear to be making inroads into educational and rehabilitation programs involving persons with developmental disabilities. In addition, a number of educationally oriented applications are now available for use in conjunction with the iPod Touch®, iPad® and related devices (Shuler, Levine, & Ree, 2012). Indeed there appear to be a growing number of applications marketed for use in educational and rehabilitation programs for persons with developmental disabilities (Seeton, 2009). Furthermore, a number of anecdotal and empirical reports have appeared describing how such devices have been used in teaching programs for individuals with developmental disabilities (Friedlander and Besko-Maughan, 2012, Hager, 2010, Seeton, 2009).

In light of this emerging literature, a systematic review of the empirical evidence regarding the use of iPods®, iPads®, and related devices in teaching programs for individuals with developmental disabilities is warranted. The main objectives of the present review were to: (a) delineate the range of skills that have been successfully taught to individuals with developmental disabilities using iPod®/iPad®-based instruction, (b) delineate the range of software applications that have been used in conjunction with these iPod®/iPad®-based instructional programs, and (c) gain an overall view of the effectiveness of iPod®/iPad®-based instruction for this population.

This review was primarily intended to inform evidence-based practice in the use of iPod®/iPad®-based instruction for individuals with developmental disabilities. A secondary aim was to identify gaps in the existing database so as to stimulate future research efforts aimed at developing additional effective applications of iPods®/iPads® in the education and rehabilitation of persons with developmental disabilities.

Section snippets

Methods

A systematic search was conducted to identify empirical studies that involved the use of iPods®, iPod Touch®, iPhones®, iPads®, or related devices in intervention studies that focused on increasing academic, communication, social, and other adaptive behaviors in individuals with developmental disabilities. Identified studies that met pre-determined inclusion criteria were summarized in terms of participants, target behaviors, procedures, and results.

Results

Table 1 provides a summary of the 15 studies that involved the use of iPod®/iPad®-based interventions in teaching programs for individuals with developmental disabilities. In Table 1, the studies are categorized and ordered by target skill, domain and date of publication.

Discussion

This systematic review aimed to evaluate the use of iPods®, iPads®, and related devices in educational programs for individuals with developmental disabilities. A systematic search identified 15 studies. The results of these 15 studies were largely positive, suggesting that iPods®, iPod Nano®, iPod Touch®, iPads®, and iPhones® are viable technological aids for individuals with developmental disabilities. The results of these 15 studies also suggest that individuals with developmental

Acknowledgements

Support was provided from the New Zealand Government through the Marsden Fund Council, administered by the Royal Society of New Zealand; and by Victoria University of Wellington, The University of Canterbury, and The New Zealand Institute of Language, Brain & Behaviour.

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