The Use of iPad® Devices and “Apps” for ASD Students in Special Education and Speech Therapy

Background

Although many may view technology as less academic or therapeutic and as more of a source for entertainment or as “busy work,” researchers have found that the use of emerging technologies, as well as related app software, show promise for the developmental progress of students with ASD (Ploog, Scarf, Nelson, & Brooks, 2012). Emerging technologies include iPads and other tablet devices that are considered more portable and convenient than computers. Tablet apps include software that accompany iPads and allow access to gaming and the completion of communicative and instructional tasks. If properly vetted and implemented, this technology can be used as an alternative to the more traditional approach to intervention, providing a flexible way of meeting the varied needs of students with ASD. The importance of this will become more evident as the use of technology with this population continues to steadily increase (Odom et al., 2015). This chapter will explore the various uses of technology and apps for students with ASD in special education and speech therapy settings. Although both settings are unique, many of the practices as they relate to the implementation of innovative technologies share basic concepts.