The I-Pad Research Initiative: The Impact Of I-Pads as Engagement Tools For Children With Asperger’s Disorder

Children living with Autism Spectrum Disorder (ASD) often exist in their own world, devoid of interaction or engagement with others (Gilmour, Hill, Place & Skuse, 2004). The iPad Research Initiative, carried out by the Eastern Michigan University (EMU) Department of Social Work, assessed the effectiveness of the use of iPads to increase engagement and interaction between children with autism. Parents of children and youth with autism have found this technology to be effective and cost-efficient (Seshadri, 2012). In this research I examined samples from a larger research project to determine if young males between 10 and 12 years old and diagnosed with Asperger’s Disorder (AD), engaged more with each other while using an iPad for an activity, than when engaged in a non-iPad activity. The results showed that the iPad is a form of learning technology that promotes positive and effective interaction between children with Asperger’s Disorder. . INTRODUCTION “Autism” is a general term used to describe a group of complex developmental brain disorders. My research focused on young males, between 10 and12 years old, who have been diagnosed with a type of autism called “Asperger’s Disorder” (AD). Currently, there are no definitive research studies that document the use of iPads as an engagement tool with children who have AD. However, case studies are referenced in several articles (Seshadri, 2012). The use of evidence-based practice is a focus of current research and discussion in the field of AD, where many methods are unproven. 1 Robinson: The I-Pad Research Initiative Published by DigitalCommons@EMU, 2013 126 Any attempt to investigate interventions is, therefore, important for students, families, and educators (Lacava et al., 2010). Largegroup experimental designs should be completed to address efficacy claims and to focus on unanswered questions. This should include diverse populations, control groups and different settings. Oakes and Silver (2001) state that people with autistic difficulties, such as Asperger’s Disorder, often find the world confusing and unpredictable, and may have difficulty dealing with change. Computers are useful for children with AD, because technology is free of social demands and can provide consistent and predictable responses that can be repeated indefinitely, without fatigue. The iPad offers applications providing explicit routines and clear expectations, with immediate, consistent consequences for responding. The iPad encourages engagement by allowing the learner to take active control of the pace of learning, and the opportunity to make choices (Shane et al., 2012). In Seshadri’s article “iPad gives voice to kids with autism,” (2012), Siddiqui, a parent of a child with AD, states, “What the iPad has done has given [my daughter] a sense of control that she never had before. She knows when you touch it, something is supposed to happen, and she knows she doesn’t need to cry, she needs to point” (as cited in Seshadri, 2012, p. 1). In another study done by Oakes and Silver (2001), children with AD showed more enthusiasm for computer use than for toys, as well as demonstrating “increased learning, motivation, attention, response rates, intentionality, problem solving and referential communication. They also showed fewer behavior problems when using a computer, compared with personal instruction” (Oakes & Silver, 2001, p.301).