Tablet Technology in Applied Behavior Analysis

Forfatter(e)

Utgivelsesdato

2018

Serie/Rapportnr.

MALKS;2018

Utgiver

Høgskolen i Oslo og Akershus. Institutt for atferdsvitenskap

Dokumenttype

Masterprogram

Master i læring i komplekse systemer

Sammendrag

Recently there have been published several studies employing tablet-based interventions in the treatment of children with disabilities. Tablet-based interventions have several advantages over traditional methods, especially because they are mobile, customizable, and are easy and intuitive to maneuver. However, due to the novelty of these interventions there seems to be a lack of studies evaluating the effectiveness of tablet-based interventions. As a result of this, the first study consists of a quantitative review of the effectiveness of studies using tablet-based interventions. This was accomplished by applying the recently developed single subject research effect size, non-overlap of all pairs. The results indicated that, on average, tablet-based interventions had a medium effect. However there was a large verity between studies, indicating that tablet-based interventions might not be a one-fits-all solution and that future research should further evaluated which factors that might affect the effectiveness.The use of tablet technology has become widespread in teaching based on applied behavior analysis. However, few studies have investigated the degree of establishment and generalization of skills following tablet-based interventions. Such an investigation is particularly urgent due to the significant difference between operating a tablet and interacting with others in a natural environment. As a result of this, the second study aimed at teaching receptive language skills with five participants with ASD through the tablet application Superspeak and test for generalization to the natural environment. Only one of five participants learned receptive labels through the app. This participant generalized labeling to other exemplars of the same objects in the natural environment. These findings indicate that tablet-based interventions might work well for some, but not all children with autism. Possible reasons for this are discussed. Future research should further examine possible prerequisite skills that are needed to benefit from tablet-based teaching and how the applications are designed

Emneord

Versjon

publishedVersion

Permanent URL

  • https://hdl.handle.net/10642/5931