Making a Difference with Smart Tablets: Are iPads really beneficial for students with Autism?
Making a Difference with Smart Tablets: Are iPads really beneficial for students with Autism?
Sara L. Reyes
Western Oregon University
1
Making a Difference with Smart Tablets: Are iPads really beneficial for students with Autism?
2
The article I read examines the effectiveness of using iPads (as e-readers) with students
who read significantly below grade level. Amy Price is a librarian at Oakstone Academy, a
school where autistic students are immersed with their peers in social activities and academics.
Price contacted the State Library of Ohio for a LSTA grant. She proposed conducting a study
that would answer these questions:

Would using iPad interactive e-books increase comprehension in autistic
students?

Could iPad help autistic students overcome information access barriers?
Data was collected from the results of the comprehension questions students answered
twice after reading both a traditional printed book text and an interactive e-book. The e-books
included full color pictures and simultaneous audio and text. The sample included students with
autism that are at least four grade levels behind in reading comprehension; 10 middle school
students (grades 6-8), 10 high school students (9-12), and 10 students over age 18 (enrolled in
state-mandated special education services for ages 18-22).
The results indicated that every student, except one, improved when using the interactive
e-book to read. No students’ comprehension decreased. In fact, the comprehension rate increased
when using the iPad interactive e-book in all three groups; 21% in middle school students, 25%
in high school students, and 21% in students above age 18. Information acquisition improved
significantly in all three groups.
Educators involved answered survey questions regarding “student interest” and “ease of
use.” They reported positive feedback in regards to student interest, specifically regarding
Making a Difference with Smart Tablets: Are iPads really beneficial for students with Autism?
3
student motivation and reduced off-task behavior. Another advantage mentioned was the
communication apps offered in regards to their durability, cost, and appearance. However in
regards to ease of use, the only positive input was in regards to charging the devices and students
ability to navigate them. There were some disadvantages, but the educators surveyed felt the
advantages outnumber them.
The biggest disadvantage noted was the lack of database for e-readers, like the MARC
record used in printed materials. Teachers were frustrated with searching for reading level, book
attributes, etc. They also found it difficult to organize the apps and iTunes store. They reported
search capabilities being “limited and disorganized”. When new materials were purchased, the
timeliness of syncing posed challenges as well; 10 iPads took up to 4 hours to sync (before the
“cloud” configuration took place).
Another concern was regarding the voiceover feature. Once activated, it read every app
that was clicked once as opposed to opening the app like beforehand. Students then had to
double-click to open the app, and this confused both teachers and students alike. As a result, this
feature was abandoned due to its complications. Lastly finding interactive e-books at local
libraries was challenging. Most e-books require adobe flash player, which is not compatible with
iPad.
The iPads proved to be beneficial in autistic students reading comprehension. Eliminating
any distractions first was important. The iPads used in this study had no Wi-Fi access, which
meant students were not tempted to “surf the net.” Similarly, these iPads had no music, games, or
movies downloaded to alleviate students using them for anything other than their intended use.
Making a Difference with Smart Tablets: Are iPads really beneficial for students with Autism?
Bibliography
Price, A. (2011). Making a Difference with Smart Tablets. Teacher Librarian, 39(1), 31-34.
4