Accessing Quality Apps to Promote Basic Relational Concepts Acquisition among Young Children with Autism
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| Title: | Accessing Quality Apps to Promote Basic Relational Concepts Acquisition among Young Children with Autism |
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| Language: | English |
| Authors: | Mykyta, Anne D., Zhou, Zheng (ORCID |
| Source: | Psychology in the Schools. Dec 2017 54(10):1302-1311. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Autism, Computer Software, Intervention, Telecommunications, Handheld Devices, Pervasive Developmental Disorders, Qualitative Research, Content Analysis, Children, Young Children, Teaching Methods, Testing, Usability, Educational Quality, Concept Formation |
| Assessment and Survey Identifiers: | Boehm Test of Basic Concepts |
| DOI: | 10.1002/pits.22082 |
| ISSN: | 0033-3085 |
| Abstract: | Mobile applications (apps) are increasingly being used with children with autism spectrum disorder (ASD) to supplement their intervention packages; however, the Apps' educational utility is not yet understood. The lack of such knowledge results in young children's inequity of accessing quality intervention. The present qualitative study addressed this gap by analyzing the content of popular apps being used with young children (ages 3-7) with ASD for the presence of basic relational concepts. After first identifying 15 target apps via surveys, the researchers analyzed the apps for the presence of the 50 basic relational concepts, according to the Boehm Test of Basic Relational Concepts-Third Edition). Results indicated that the prevalence of basic relational concepts in the analyzed apps ranged from 0 to 39 concepts. Apps that relied on community-generated material tended to incorporate more basic relational concepts, but use methods that could be confusing or invalid. Commercially developed apps incorporated fewer basic relational concepts, but employed teaching and testing methods that have better educational utility. These findings have implications to help closing the gaps in informing parents, professionals, and app developers on the use of apps with children with ASD. |
| Abstractor: | As Provided |
| Entry Date: | 2017 |
| Accession Number: | EJ1161223 |
| Database: | ERIC |
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| Abstract: | Mobile applications (apps) are increasingly being used with children with autism spectrum disorder (ASD) to supplement their intervention packages; however, the Apps' educational utility is not yet understood. The lack of such knowledge results in young children's inequity of accessing quality intervention. The present qualitative study addressed this gap by analyzing the content of popular apps being used with young children (ages 3-7) with ASD for the presence of basic relational concepts. After first identifying 15 target apps via surveys, the researchers analyzed the apps for the presence of the 50 basic relational concepts, according to the Boehm Test of Basic Relational Concepts-Third Edition). Results indicated that the prevalence of basic relational concepts in the analyzed apps ranged from 0 to 39 concepts. Apps that relied on community-generated material tended to incorporate more basic relational concepts, but use methods that could be confusing or invalid. Commercially developed apps incorporated fewer basic relational concepts, but employed teaching and testing methods that have better educational utility. These findings have implications to help closing the gaps in informing parents, professionals, and app developers on the use of apps with children with ASD. |
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| ISSN: | 0033-3085 |
| DOI: | 10.1002/pits.22082 |
