Rights statement: Copyright © 2016 Allen, Hartley and Cain. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - iPads and the use of “Apps” by children with Autism Spectrum Disorder
T2 - do they promote learning?
AU - Allen, Melissa Lynn
AU - Hartley, Calum Keith
AU - Cain, Katherine Elizabeth
N1 - Copyright © 2016 Allen, Hartley and Cain. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
PY - 2016/8/30
Y1 - 2016/8/30
N2 - The advent of electronic tablets, such as Apple's iPad, has opened up the field of learning via technology, and the use of electronic applications (“apps”) on these devices continues to dramatically rise. Children with communication and social impairment, specifically those with Autism Spectrum Disorder (ASD), often use educational and recreational apps within the context of their home and school settings. Here we examine in which contexts learning via this medium may be beneficial, and outline recommendations for the use of electronic tablets and the design features for apps to promote learning in this population that is characterized by a unique profile of needs and heterogeneous ability levels.
AB - The advent of electronic tablets, such as Apple's iPad, has opened up the field of learning via technology, and the use of electronic applications (“apps”) on these devices continues to dramatically rise. Children with communication and social impairment, specifically those with Autism Spectrum Disorder (ASD), often use educational and recreational apps within the context of their home and school settings. Here we examine in which contexts learning via this medium may be beneficial, and outline recommendations for the use of electronic tablets and the design features for apps to promote learning in this population that is characterized by a unique profile of needs and heterogeneous ability levels.
KW - Autism Spectrum Disorder
KW - iPad
KW - technology
KW - learning
KW - communication
U2 - 10.3389/fpsyg.2016.01305
DO - 10.3389/fpsyg.2016.01305
M3 - Journal article
VL - 7
JO - Frontiers in Psychology
JF - Frontiers in Psychology
SN - 1664-1078
M1 - 1305
ER -