The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism

iPads® are increasingly used in the education of children with autism spectrum disorder. However, few empirical studies have examined the effects of iPads® on student behaviors. The purpose of this study was to compare academic instruction delivered with an iPad® to instruction delivered through traditional materials for two students with autism spectrum disorder who engaged in escape-maintained challenging behavior. An ABAB reversal design was utilized in which academic instruction with an iPad® and academic instruction with traditional materials were compared. Both participants demonstrated lower levels of challenging behavior and higher levels of academic engagement in the iPad® condition and higher levels of challenging behavior with lower levels of academic engagement during the traditional materials condition. These results suggest that the use of an iPad® as a means of instructional delivery may reduce escape-maintained behavior for some children with autism. Suggestions for future research directions are discussed.

► We compared the effects of two instructional methods for two participants with autism spectrum disorder with escape-maintained behavior.
► The use of traditional materials and an iPad were compared during academic demand.
► The use of the iPad decreased challenging behavior and increased academic engagement when compared to the use of traditional materials.