A Trial of an iPad™ Intervention Targeting Social Communication Skills in Children with Autism

Autor/inn/en	Fletcher-Watson, Sue; Petrou, Alexandra; Scott-Barrett, Juliet; Dicks, Pamela; Graham, Catherine; O'Hare, Anne; Pain, Helen; McConachie, Helen
Titel	A Trial of an iPad™ Intervention Targeting Social Communication Skills in Children with Autism
Quelle	In: Autism: The International Journal of Research and Practice, 20 (2016) 7, S.771-782 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361315605624
Schlagwörter	Foreign Countries; Autism; Pervasive Developmental Disorders; Handheld Devices; Early Intervention; Communication Skills; Interpersonal Communication; Interpersonal Competence; Randomized Controlled Trials; Computer Oriented Programs; Play; Parent Child Relationship; Program Effectiveness; Cognitive Ability; Motor Development; Diagnostic Tests; Observation; Statistical Analysis; Preschool Children; Language Skills; Measures (Individuals); Autism Diagnostic Observation Schedule; Communication and Symbolic Behavior Scales; MacArthur Communicative Development Inventory; Mullen Scales of Early Learning + Suchen Sie Ihr Suchwort? Ausland; Autismus; Kommunikationsstil; Interpersonale Kommunikation; Interpersonale Kompetenz; Computerprogramm; Spiel; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Denkfähigkeit; Motorische Entwicklung; Diagnostic test; Diagnostischer Test; Beobachtung; Statistische Analyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Messdaten
Abstract	This study evaluated a technology-based early intervention for social communication skills in pre-schoolers in a randomised controlled trial. Participants were 54 children aged under 6 years with a diagnosis of autism, assigned to either intervention or control conditions. The app engaged children, who played consistently, regardless of developmental level, and was rated highly by parents. There were no significant group differences in parent-report measures post-intervention, nor in a measure of parent-child play at follow-up. Therefore, this intervention did not have an observable impact on real-world social communication skills and caution is recommended about the potential usefulness of iPad™ apps for amelioration of difficulties in interaction. However, positive attitudes among participants, lack of harms and the potential of apps to deliver therapeutic content at low economic cost suggest this approach is worth pursuing further, perhaps targeting other skill domains. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01