The document discusses how iPad apps are helping children with autism by addressing common barriers to learning. It outlines how apps with features like text-to-speech, visuals, and touch screens help with communication, sensory processing, and attention issues. The document cites a study finding iPad use resulted in faster communication and was preferred by both students and teachers over traditional picture systems. It concludes iPad apps are motivating for children with autism and can help reduce off-task behavior.

1. Apps for
Autism
How this popular piece of technology is helping
children with autism exceed expectations

2. Autism
 A developmental disability characterized by deficits
in:
 Verbal and nonverbal communication
 Social interactions
 Repetitive behaviors and interests
 1 in 88 children are diagnosed
 5 time more common in boys
*Information retrieved from http://www.cdc.gov/Features/CountingAutism/

3. Barriers to Learning
 Communication
 Many children with autism are nonverbal or have very little speech
 Inability to communicate basic needs, wants and feelings
 Sensory
 Sensory input is received, but process abnormally
 Can cause distress and confusion
 Social
 Lack of interest and ability to connect with others
 Attention
 The individual must be interested in order to maintain focus

4. The iPad
 Apps include a text-to-speech tool allow individuals
to communicate needs, wants and feelings
 Colorful visuals and sound keep children engaged
 The easy to use touch screen is appropriate for
children with underdeveloped motor abilities
 In a comparison of the iPad and picture exchange
systems, teachers reported
 Using the iPad resulted in faster communication
 The iPad was easier for students to manipulate
 Students liked using the iPad
(Flores, Musgrove, Renner, Hinton, Strozier, Franklin & Hil, 2012)
60 minutes Apps for Autism Click this link to view a 60 Minutes special on how
iPads are changing the lives of individuals with autism, as well as their families
and teachers.

5.  Communication  Attention
 Specific apps are  “Teachers reported that
designed with a text-to- students found the iPads
speech feature that helps motivating and that use of
individuals create speech the iPads reduced off-task
behavior.” (Price, 2011)
 Output is clear and
immediate
 Exchange of
communication is quick
 Social
 "One of the problems is other technologies make kids look
so different," Folks says. "Kids don't want to be seen with
them. [Now] they can download a book, put it on an MP3
player, and listen to the same book everyone else is
reading.” (Stroud, 2010)

6. Bibliography
 Center for Disease Control and Prevention. (2012). New Data on
Autism Spectrum Disorders. Retrieved from
http://www.cdc.gov/Features/CountingAutism/
 Flores, M., Musgrove, K., Renner, S., Hinton, V., Strozier, S., Franklin
, S., & Hil, D. (2012). A Comparison of Communication Using the
Apple iPad and a Picture-based System. Augmentative and
Alternative Communication, 28, 2, 74-84.
 Price, A. (2012). Making a Difference with Smart Tablets: Are iPads
really beneficial for students with autism? Teacher
Librarian, 39, 1, 31-34.
 Stroud, S. (2010). Merging IT with AT. T H E Journal, 37, 8, 13-14.