Is The Use Of Technology Such As Tablets An Effective Learning Method For Children With Autism

Is the use of Technology such as Tablets an Effective Learning Method for Children with Autism?
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Abstract
The proposed research seeks to determine whether the use of technology such as tablets, iPods and assistive technologies is really an effective learning method for children who have autism spectrum disorder. The vast majority of the published studies on the topic have focused mainly on using such technologies for autistic children, and very few have actually looked into how these technologies are an effective learning technique for autistic children. The proposed study therefore aims to fill this literature gap. The research question is as follows: is the use of technology such as tablets an effective learning method for children with autism? Alternate Hypothesis (H1): Yes, the use of technology such as tablets is an effective learning technique for children with autism. Null Hypothesis (H0): No, the use of technology is not an effective learning technique. The proposed study predicts that the alternate hypothesis (H1) is true.
Is the use of Technology such as Tablets an Effective Learning Method for Children with Autism?
Introduction
Autistic students usually present distinctive challenges to schools and educators could often find it challenging to properly meet the unique needs of such children. About one in 68 children around the globe are now diagnosed with autism spectrum disorder (ASD). According to King et al. (2013), ASD is a developmental disability that could bring about significant behavioral and social communication challenges. The dawn of electronic tablets, for instance iPad from the tech giant Apple, has facilitated learning by means of technology, and the usage of electronic apps on these technology devices keeps rising significantly. Children who have social and communication impairment, particularly the ones with ASD, often utilize recreational and educational applications in the context of their schools and homes. This research paper seeks to find out whether or not the use of technology, for instance tablets, is really an effective method of learning for autistic children. An extensive review of 10 journal articles is carried out.
For children who lack motor skills such as those with ASD, touch screens are more intuitive devices. Conventionally, older technologies such as desktop computers required the user to shift between the screen and a keyboard or mouse. With the iPad, the learner is able to watch as one of his/her fingers writes on the screen directly to make selections. This is helpful in improving fine motor skills. In essence, the use of touch technology in modern devices like the iPad appears virtually natural to autistic children. Educators for autistic elementary learners have noted that iPads are an essential supplemental method of teaching. The justification for the hypothesis/research question is that it will help to find out whether or not the use of technology is indeed an effective learning method for children with ASD.
Literature Review
The topic of the proposed research study is to establish whether using technology is an effective method of learning for children who have autism. This chosen research topic is important as it will make clear on whether or not technologies like tablets, iPods and assistive technologies can be considered an effective learning method for autistic children. Cameron, Gulati and Hogg (2016) carried out a research study with the aim of reviewing data collected in a pilot project that tested the usage of iPads, which are tablet computers. Learners from a segregated pre-vocational centre and special education school with various physical and intellectual disabilities were earlier observed taking part in five to ten minute introductory learning sessions with the tablet computer. Cameron, Gulati and Hogg (2016) reviewed both qualitative and quantitative data gathered in these learning sessions including data with regard to the level of engagement of the learners as well as overall capacity to learn operating the tablet computer along with its apps.
Their findings were constructive for ease of use and engagement level with cause and effect apps. For learners who had not been exposed to the iPad previously or lower functioning learners, the researchers found lower scores although remained high overall basing upon the five-point scaling utilized in their research (Cameron, Gulati & Hogg, 2016). They concluded that the usage of the tablet technology with apps suitable to the ability level of the students within the classroom can improve engagement in learning over and above maximizing independence within the class. According to the researchers, the implications for rehabilitation are that the tablet technology has the capability of being utilized with students of all dissimilar levels of learning if the apps are appropriately chosen and students are provided with equal opportunity of accessing the iPad. Taken as a whole, enjoyment was high when using this sort of technology and the iPad has the potential of promoting increased engagement in the learning process (Cameron, Gulati & Hogg, 2016).
Leslie et al. (2013) pointed out that iPads are being utilized more and more in the instruction of autistic students. Even so, a very small number of empirical researches have looked into how this technology affects the behavior of learners with autism spectrum disorder. The study by Leslie et al. (2013) compared academic instruction provided with the iPad technology to education provided by means of conventional materials for 2 autistic students who engaged in escape-maintained challenging behavior. They employed the ABAB reversal design in comparing teaching with traditional materials and teaching with an iPad. ABAB reversal design is understood as a sort of single-case experimental design wherein a baseline of behavior is taken first (A), then secondly interventions stage (B), followed by returning to the baseline stage in which the interventions are removed (A), and finally the last stage where the interventions are introduced again (B). The investigators observe to find out if behavior of the participants changes when the treatment is introduced, behavior reverses following the withdrawal of the treatment, and improves once more following the re-introduction of the treatment.
The 2 study subjects exhibited lower academic engagement levels and higher challenging behavior levels during the traditional materials condition, and higher academic engagement levels with lower challenging behavior levels in the iPad condition. These findings show that using the iPad technology to deliver instructions might decrease escape-maintained behaviors for autistic students (Leslie et al., 2013). Escape-maintained behavior generally is understood as functioning of getting out of something such as social situations, work tasks, unwanted environments, or sensory experiences. Common examples of escape-maintained behavior are aggression, whining, crying and running away.
Lorah et al. (2014) pointed out that portable, off-the-shelf, powerful handheld devices including iPod, Galaxy or iPad could be modified to work as speech generating devices (SGD) for autistic persons or people with such development disabilities. They carried out a systematic review with the aim of reviewing the research in emerging area. Generally, study subjects who utilized the aforementioned technological devices were able to acquire verbal repertoires rapidly. Studies which compared iPad, Galaxy or iPod to manual sign language or picture exchange discovered that there was faster acquisition when a tablet is used and that most respondents had a preference of using this technology than manual sign language or picture exchange (Lorah et al., 2014). This inclination might increase the chances of autistic students employing the technology which may lead to greater learning and greater engagement. The researcher concluded by suggesting that as per their review, digital technology offer a major benefit compared with the conventional methods as it could be adapted easily to accommodate various styles of learning and the current knowledge of autistic student than face-to-face learning: based on the response of the learner, the level of difficulty, the type and quantity of scaffold to assist with learning, as well as the repetitions of material to be learned could all be automatically adjusted (Lorah et al., 2014).
Allen, Hartley and Cain (2015) explored whether autistic children are more successful at gaining object knowledge and new vocabulary from picture books or iPads. Furthermore, the researchers examined the hypothesis that providing multiple exemplars of a target referent that are colored differently would foster adaptive label generalization in comparison to using a single exemplar. A total of 16 minimally verbal autistic children were included as participants. They were taught a new word in a total of four within-subjects conditions that differed by content (single versus multiple exemplar presentation) and media (iPad versus book). The children with autism spectrum disorder were then tested on the capability of representatively relating the word to a three dimension referent (real-life depicted object) as well as generalizing that word to a category member that is colored differently (another object that is shaped in the same way) (Allen, Hartley & Cain, 2015).
The researchers assessed children’s generalization, mapping as well as learning of word-picture relations. Their findings of the mapping test demonstrated that the presentation medium, namely book or iPad computer, had no impact on the autistic student’s extension of labels from ...