Author(s)

George Gordon

Date Approved

8-19-2014

Document Type

Thesis

Degree Name

M.A. School Psychology-Professional School Psychology

Department

Educational Services, Administration, and Higher Education

College

College of Education

First Advisor

Allen, Terri

Subject(s)

Autism spectrum disorders;Tablet computers

Disciplines

Child Psychology | Student Counseling and Personnel Services

Abstract

The purpose of this study was to explore the effect a digital screen (iPad) had on the learning process, of a vocabulary matching activity, of words to definitions activity, in a student with autism spectrum disorder, in comparison to learning on paper (flashcards). According to past research, digital based interventions are utilized more often in research settings, indicating a growth in its use in educational settings (Goldsmith & LeBlanc, 2004). Individuals with autism spectrum disorder are often given interventions using digital screen based technologies, in academic and other life and skill teaching settings (Ferguson, Myles, & Hagiwara, 2005; Gentry, Wallece, Kvarfordt, & Lynch, 2010; Mechling, Gast, & Seid, 2009; Myles et al., 2007). This study explored the learning mediums of paper and digital screen. To test this these learning mediums, a student with autism spectrum disorder, was given a randomized, alternating treatments design, of paper (flash cards) or digital screen (iPad) to use in learning and testing in a vocabulary activity of matching words with their definitions. The classroom data collected for this vocabulary matching is done over ten trials daily, which show the percent in which the student has matched these words correctly, within each of these trials. The results of the data collected during this research process, indicate that the digital screens (iPads) in combination with paper (flash cards) positively influenced that rate this student mastered the vocabulary matching activity.

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