Generalization following tablet-based instruction in children with autism spectrum disorders

Abstract

Given that children with autism spectrum disorders (ASDs) often require one-to-one individualized instruction, using tablets as teaching tools may represent an interesting option in classrooms with high student to teacher ratios. The purpose of our study was to extend research by evaluating the effects of tablet-based instruction on the generalization of skills in children with ASD. Specifically, we used multiple probe designs to assess the effectiveness of using an app to teach one-word receptive identification to five children with ASD between 4 and 11 years old. Our results indicated that three of the five children displayed generalization on at least two concepts following tablet-based instruction. The tablet-based app may promote generalization of learned concepts in some children with ASD, but our results suggest that it is not a one-size-fits-all solution. As such, our study underlines the importance of conducting individualized assessment prior to using tablet-based instruction with children with ASD.