Special+Education


 * Special Education Apps **

>
 * [|Apples's assistive features for ipad]
 * [|Apples assistive features for Mac]
 * [|Apple's Resources]
 *  [|Apps for Children with Special Needs] Many apps that cover many areas
 *  [|Picaa] Interactive and Cooperative Platform to Support Learning. Picaa aims to bring flexibility and adaptability in the education of children with special needs. (free)
 *  [][|ArtikPix-Full] ArtikPix has flashcard and matching activities to address articulation difficulties. The activities include features such as recorded audio, voice recording, and data collection to help children with speech sound delays. Children use ArtikPix to practice sounds independently, with a speech-language pathologist or their parents.
 *  [|Sentence Builder for iPAD] designed to help elementary aged children learn how to build grammatically correct sentences. Explicit attention is paid to the connector words that make up over 80% of the english language. Sentence Builder offers a rich and fun environment for improving the grammar of all children.
 *  [|Choiceboard Maker] ChoiceBoard Maker is the perfect app for creating customizable choice boards for the unique needs of individuals with communication challenges. It reinforces correct choice by expanding the selected image as well as playing the customized auditory rewards.
 *  [|iSpeech for iPAD] Developed in conjunction with a licensed speech pathologist, iSpeech is an excellent tool for teaching and practicing speech therapy at home.
 *  [|TapSpeak Button for iPAD] TapSpeak Button for iPad modernizes the idea of a mechanical switch that records and plays messages. We have taken the idea and extended it to provide a portable, convenient, and stigma-free tool to use for basic teaching and communication tasks. Speech Language Pathologists, parents, Physical Therapists and Occupational Therapists can all make use of our line of products. TapSpeak Button is especially useful for teaching cause and effect relationships.
 *  [|Sign 4 Me for iPAD] Sign 4 Me is the ULTIMATE tool for learning sign language. The ONLY iPad app using a full-body avatar providing sign language instruction in 3D! Our 3D character can be zoomed in or out and rotated to give you the best vantage point for every sign. YOU control the placement of the character - not us! No other product lets you do this!
 *  [|TaptoTalk] TapToTalk turns an iPhone™, iPad™ or iPod touch® into an augmentative and alternative communication (AAC) device. TapToTalk makes communication fun, like another “game” on this cool device. Just tap a picture and TapToTalk speaks. Each picture can lead to another screen of pictures.
 *  [|Meritum Paint] Make beautiful images in just few seconds with 3 drawing modes.
 *  [|iXylophone] lets you listen to or play this beloved, classic instrument wherever you go. The full version of iXylophone now offers over 75 songs, including songs from France, Italy, Germany, Japan, and Spain. The full version also provides repeat and shuffle playback controls, giving you a complete international music playlist for the price of one song!
 *  [|LineArt] Line Art is a very fun interactive visual toy. Basically, there are thousands of particles that respond to your touch, and as they move around they leave behind a colorful line.
 * **<span style="color: #0000ff; font-family: 'Times New Roman','serif'; font-size: 16px;">Sosh **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: Filled with activities and tools designed to help children and adults who have difficulty with social skills, Sosh (pronounced like the first syllable in “social”) is divided into five sections including Relate (connect with others), Relax (reduce stress), Regulate (manage behaviors), Reason (think it through), and Recognize (understand feelings). Sosh provides many of the tools used in cognitive and behavioral therapy, and provides students with an opportunity to work independently to resolve their challenges. **$39.99**. Suggested grade level: middle school and up.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Clicker Docs**: An assistive word processor that can support students with a variety of disabilities, Clicker Docs uses word-prediction technology to offer students spelling and grammatical suggestions to correct their writing. Synthesized speech allows students to review their work by listening for auditory cues. Teachers can set up word banks to provide students with advanced vocabulary. Finally, Clicker Docs integrates with Dropbox to provide secure cloud storage and document-sharing. **$28.99**. Suggested grade level: elementary school and up.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**SymbolSupport**: This assistive word processor automatically translates words into pictures and symbols, a task that is especially helpful for students with cognitive disabilities. Users can create new documents or copy and paste work from other apps into SymbolSupport, and the program will convert the text into symbols. The developer, Attainment Company, also markets a free SymbolSupport Viewer app that allows users to receive, read, store, and print documents created by the full version of the program. **$59.99**. Suggested grade level: all ages. Read more at http://thejournal.com/articles/2013/06/30/the-top-10-ipad-apps-for-special-education.aspx#brPlX0sdApLhODAP.99
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Time Timer**: Students with special needs often have difficulty with the concept of time. For any particular task, the Time Timer app provides a visual representation of the time remaining that is easily recognizable without the need to understand clocks or numbers. **$2.99**. Suggested grade level: all ages.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**iReward**: Anyone who has worked in the field of special education has probably seen motivational earning charts (sometimes called point sheets). These teacher-created charts sometimes feature stick-on Velcro pictures or whiteboard checklists. While they can be highly motivating and effective, traditional earning charts are also stigmatizing, especially for mainstreamed students. There is no mistaking that the child carrying the chart to class is “different” from the rest of the students. iReward changes all that. Using an iPod, iPad, or iPhone, teachers can set up a variety of different earning charts for one student or many students—all of which can be kept as private as the student wishes. An extra plus for the teacher: Gone are the days of laminating and cutting out photos to attach to an earning chart. With iReward, educators simply use the internal camera or Google Images search to find an appropriate image. **$4.99**. Suggested grade level: elementary school.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Read2Go**: To understand Read2Go, you must first understand what Bookshare is all about. Bookshare.org provides electronic copies of books and periodicals for readers with print disabilities. The books are downloaded in an electronic form that can be easily modified to meet the needs of readers with diverse disabilities. This can mean altering font, size, color, and even using text-to-speech technology to provide read-aloud capability. Bookshare is currently available free of charge for US students with qualifying disabilities, thanks to a grant by the Department of Education. Read2Go is an assistive technology book reader that uses text-to-speech technology to read books aloud. Read2Go’s integration with Bookshare makes locating and downloading electronic textbooks easy, provided you have a qualifying Bookshare account. **$19.99**. Suggested grade level: elementary school and up.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**ConversationBuilder**: ConversationBuilder is a must-have application for every speech language pathologist. This app prompts students through each stage of an interactive conversation and records their spoken responses. At the end of each session, ConversationBuilder plays back the entire conversation at a natural pace so that students can hear themselves successfully exchanging comments with their virtual peers. Recorded conversations can be stored and even e-mailed to teachers and parents as documentation of student progress. **$19.99**. Suggested grade level: elementary and middle school.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Proloquo2Go**: As one of the first augmentative and alternative communication (AAC) applications made for iOS devices, Proloquo2Go has been around long enough that its bugs have been worked out and it has developed a strong user base. It provides an easy-to-use “voice” for individuals who cannot otherwise speak. One very important feature of Proloquo2Go is its ability to work on iPod, iPad, and iPhone platforms. For users with fine motor or visual disabilities, the large screen of an iPad may be the best interface. For other users, the portability of an iPod Touch or iPhone can support independence in the real world. **$219.99**. Suggested grade level: all ages. Read more at http://thejournal.com/Articles/2013/06/30/The-Top-10-iPad-Apps-for-Special-Education.aspx?Page=2#2U8VmX61meox15fI.99
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Pictello**: Stories come to life in this app that allows students and teachers to create multimedia stories and presentations using pictures from the iPad photo library. Audio for Pictello can be produced using a text-to-speech engine, or can be recorded by a teacher or student. For those working with students on the autism spectrum, Pictello is a great tool for creating multimedia social stories. **$18.99**. Suggested grade level: all ages.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Video Scheduler**: This app is a cross between an activity schedule and a video model. Like most activity schedule applications, it allows users to create checklists identifying the individual tasks required to accomplish a goal or objective. What sets Video Scheduler apart, however, is the option to include a still photo or video segment that demonstrates how each step in the task is completed. There is a wealth of research supporting the use of both activity schedules and video models with students on the autism spectrum and other students who may struggle with time and task management. Video Scheduler empowers students to work independently with little or no prompting from teachers or job coaches. **$12.99**. Suggested grade level: elementary school and up.

[|Autism Speaks]
The following apps are from the Autism Speaks website. Apps are listed in alphabetical order. You can sort apps by rating by clicking the "Rating" link above that column. You can rate apps by first clicking on the app name to visit the app detail page. Then, below the description of the app, click on the number of stars for your rating of the app. Apps now have a research rating:
 * Anecdotal** = No specific or related scientific studies for this type of app.
 * Research** = There are some related scientific studies, but no direct research support for this type of app or technology.
 * Evidence** = There is solid or specific scientific evidence that this type of app or technology is helpful.
 * What does it do || <Any>RecreationSocial SkillsAccessibilityBehavioral InterventionCommunicationCreative ArtsEducationalFunctional SkillsLanguageMath SkillsOrganizer ||
 * On what device || <Any>Windows 8Windows PhoneAndroidBookiPadiPhoneiTouch ||
 * For what ages || <Any>All AgesPreschool (2-5)Children (6-12)Adolescents (13-17)Adults (18+) ||
 * Or search by keyword || ||

==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|Effectiveness of a multimedia programme and therapist-instructed training for children with autism]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The present study aimed to evaluate the effectiveness of an interactive multimedia training programme and a conventional therapist-instructed training in improving the learning behaviours of children with autism. A multiple-subject, single case-study time-series research design was adopted in the study. Six children with autism, aged 2 years 4 months to 2 years 10 months, were recruited by convenience sampling. They attended a 12-session training programme on basic concepts (e.g. Link to Study: [|http://www.ncbi.nlm.nih.gov/pubmed/?term=Effectiveness+of+a+multimedia+programme...] [|Read More] || 0 || ==[|Brief report: vocabulary acquisition for children with autism: teacher or computer instruction.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This study examined the impact of computers on the vocabulary acquisition of young children with autism. Children's attention, motivation, and learning of words was compared in a behavioral program and an educational software program. The educational software program was designed to parallel the behavioral program, but it added perceptually salient qualities such as interesting sounds and object movement. Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program. Link to Study: [] [|Read More] || 3 || ==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 ||
 * ~ [|Name][[image:http://www.autismspeaks.org/sites/all/themes/autismspeaks/images/arrow-desc.gif width="13" height="13" caption="sort icon" link="http://www.autismspeaks.org/autism-apps?order=title&sort=desc&tid_1=All&tid=All&tid_2=All&keys="]] ||~ Category ||~ Platform ||~ Age ||~ Supporting Research ||~ [|Rating] ||
 * [|4 Forms] || * Recreation
 * Math Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 1.6 ||
 * [|4 kidcal] || * Functional Skills || * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 3 ||
 * [|4Kid Share] || * Organizer || * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 3 ||
 * [|A BuZoo Story] || * Recreation
 * Social Skills
 * Accessibility
 * Communication
 * Functional Skills
 * Language || * Android || * All Ages || * Anecdotal || 3.80769 ||
 * [|A Present for Milo] || * Recreation || * iPad ||  || * Evidence
 * [|A Special Phone] || * Accessibility || * iPhone ||  || * Anecdotal || 0 ||
 * [|AAC Speech Buddy] || * Communication || * Android
 * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 2.933335 ||
 * [|AAC Speech Communicator] || * Communication || * Android ||  || * Anecdotal || 0 ||
 * [|aacorn] || * Communication
 * Language || * iPad || * All Ages || * Research || 5 ||
 * [|Aaron] || * Communication || * Windows Phone || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 1.333335 ||
 * [|ABA Find It!] || * Recreation
 * Behavioral Intervention || * iPad
 * iPhone
 * iTouch ||  || * Research
 * [|ABA Flashcards] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Research
 * [|ABA Teamwork LS] || * Behavioral Intervention
 * Organizer || * Windows 8 || * All Ages || * Anecdotal || 0 ||
 * [|ABA Therapy Images] || * Behavioral Intervention || * iPad
 * iPhone ||  || * Anecdotal || 0 ||
 * [|Able AAC Free]|| [|Able Jr AAC] || * Communication
 * Language || * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 4.25 ||
 * [|ABPathfinder's Parent Pathway] || * Organizer || * Windows 8 || * All Ages ||  || 5 ||
 * [|Activity Timer] || * Functional Skills || * iPad || * All Ages || * Anecdotal || 0 ||
 * [|Airplane Jumper: Geronimo Joe!] || * Recreation
 * Functional Skills || * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Alexicom AAC for Android] || * Communication || * Android ||  || * Anecdotal || 0 ||
 * [|Alien Buddies- Preschool Learning Activities] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|All About Me] || * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 3.6 ||
 * [|All About Me Storybook] || * Educational
 * Functional Skills
 * Language || * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12)
 * Adolescents (13-17) || * Anecdotal || 0 ||
 * [|Alpha Writer] || * Communication
 * Language || * iPad
 * iPhone
 * iTouch ||  || * Evidence
 * [|ANDDS (Autism and Developmental Disorder Screening)] || * Behavioral Intervention || * iPad
 * iPhone
 * iTouch || * Preschool (2-5) || * Anecdotal || 4.333335 ||
 * [|Andrew Answers] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Research || 0 ||
 * [|Angry Birds] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Animal Train for Toddlers] || * Recreation
 * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Apps for Autism: An Essential Guide to over 200 Effective Apps] || * Language || * Book ||  || * Anecdotal || 0 ||
 * [|Arithmaroo 1: A Counting Math Game for Kids] || * Math Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||

==[|Personal Digital assistants as cognitive aids for high school students with autism: Results of a community-based trial]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 Objective: The purpose of this study was to examine the efficacy of personal digital assistants (PDAs) as task management tools in a sample of transition-age high school students with autism. Method: The group included twenty-two high school students selected from locales across the Commonwealth of Virginia, all of whom carry a diagnosis of autism and exhibit difficulties in performing everyday tasks due to cognitive-behavioral problems. [|Read More] || 4.714285 || ==[|The Use and Understnading of Virtual Environments by Adolescents with Autistic Spectrum Disorders]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The potential of virtual environments for teaching people with autism has been positively promoted in recent years. The present study aimed to systematically investigate this potential with 12 participants with autistic spectrum disorders (ASDs), each individually matched with comparison participants according to either verbal IQ or performance IQ, as well as gender and chronological age. Participants practised using a desktop ?training? virtual environment, before completing a number of tasks in a virtual caf Link to Study: [] [|Read More] || 0 || ==[|Brief report: vocabulary acquisition for children with autism: teacher or computer instruction.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This study examined the impact of computers on the vocabulary acquisition of young children with autism. Children's attention, motivation, and learning of words was compared in a behavioral program and an educational software program. The educational software program was designed to parallel the behavioral program, but it added perceptually salient qualities such as interesting sounds and object movement. Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program. Link to Study: [] [|Read More] || 3.666665 || ==[|Brief report: vocabulary acquisition for children with autism: teacher or computer instruction.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This study examined the impact of computers on the vocabulary acquisition of young children with autism. Children's attention, motivation, and learning of words was compared in a behavioral program and an educational software program. The educational software program was designed to parallel the behavioral program, but it added perceptually salient qualities such as interesting sounds and object movement. Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program. Link to Study: [] [|Read More] || 0 ||
 * [|Art Of Glow] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Articulate it!] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|ArtikPix] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|ASL Dictionary] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|AudioBooks] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Auditory Processing Studio] || * Functional Skills
 * Language || * iPad ||  || * Anecdotal || 0 ||
 * [|augie AAC] || * Communication || * iPad ||  || * Anecdotal || 1 ||
 * [|Aut2speak] || * Communication || * Android || * Children (6-12)
 * Adolescents (13-17)
 * Adults (18+) ||  || 0 ||
 * [|AutiPlan Pictoplanner] || * Organizer || * Android
 * iPad || * All Ages || * Evidence
 * [|Autism Awareness] || * Organizer || * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 0 ||
 * [|Autism Emotion] || * Social Skills || * iPad
 * iPhone
 * iTouch ||  || * Research
 * [|Autism Help] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Autism Language Learning] || * Language || * iPad ||  || * Research
 * [|Autism myVoice Communicator] || * Communication || * Android || * All Ages || * Anecdotal || 4.25 ||
 * [|Autism Speech DiegoSays] || * Communication || * Android ||  || * Research

==[|PDA Software Aimed at Improving Workplace Adaptation for People with Cognitive Disabilities]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This article presents the objectives, methodology and results of a project aimed at improving personal autonomy and adaptation to the workplace of people with cognitive disabilities. These people may have difficulties to be independent in various areas of life, especially at the workplace. Many of these problems are related to issues such as time control, independence in performing tasks, work habits, interpersonal communication, etc. To promote autonomy in these areas, the tool GTT (Time and Task Manager) has been developed. [|Read More] || 0 || ==[|Effectiveness of a multimedia programme and therapist-instructed training for children with autism]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The present study aimed to evaluate the effectiveness of an interactive multimedia training programme and a conventional therapist-instructed training in improving the learning behaviours of children with autism. A multiple-subject, single case-study time-series research design was adopted in the study. Six children with autism, aged 2 years 4 months to 2 years 10 months, were recruited by convenience sampling. They attended a 12-session training programme on basic concepts (e.g. Link to Study: [|http://www.ncbi.nlm.nih.gov/pubmed/?term=Effectiveness+of+a+multimedia+programme...] [|Read More] || 0 ||
 * [|Autism Tracker Pro: Track, Analyze and Share ASD Daily] || * Organizer || * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 5 ||
 * [|Autism/Special Needs Daily Organizer] || * Organizer || * iPad || * All Ages || * Anecdotal || 0 ||
 * [|AutisMate: The iPad App for Autism] || * Social Skills
 * Behavioral Intervention
 * Communication
 * Functional Skills || * iPad || * All Ages || * Anecdotal || 3.6875 ||
 * [|AutismTrack] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Research
 * [|Avakid: See Me Go Potty] || * Functional Skills || * Android
 * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 4 ||
 * [|Avatalker AAC] || * Social Skills
 * Communication
 * Language || * iPad || * Preschool (2-5)
 * Children (6-12)
 * Adolescents (13-17) ||  || 4.5 ||
 * [|Avaz for Autism] || * Communication
 * Creative Arts
 * Functional Skills
 * Language || * iPad || * All Ages || * Anecdotal || 3.833335 ||
 * [|Baby Tweets - First Words] || * Communication
 * Language || * iPad
 * iPhone
 * iTouch || * Preschool (2-5) ||  || 0 ||
 * [|Bag Game] || * Recreation
 * Social Skills
 * Communication
 * Language || * iPad
 * iPhone || * All Ages || * Anecdotal || 4.75 ||
 * [|Behavior Tracker Pro] || * Behavioral Intervention || * iPad
 * iPhone
 * iTouch ||  || * Research
 * [|Between the Lines Advanced] || * Social Skills
 * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 3.333335 ||
 * [|Between the Lines Level 1] || * Social Skills
 * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Between the Lines Level 2] || * Social Skills
 * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Big Blue Box Farm] || * Functional Skills
 * Language || * iPad
 * iPhone
 * iTouch || * Preschool (2-5) ||  || 0 ||
 * [|Big Day Lite] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||

==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 5 || ==[|Brief report: vocabulary acquisition for children with autism: teacher or computer instruction.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This study examined the impact of computers on the vocabulary acquisition of young children with autism. Children's attention, motivation, and learning of words was compared in a behavioral program and an educational software program. The educational software program was designed to parallel the behavioral program, but it added perceptually salient qualities such as interesting sounds and object movement. Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program. Link to Study: [] [|Read More] || 4.2 || ==[|Video Self-Prompting and Mobile Technology to Increase Daily Living and Vocational Independence for Students with Autism Spectrum Disorders]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 Three male high school students with autism spectrum disorders participated in this study. Vocational and daily living skills were taught using video prompting via an iPhone. Specifically, using a washing machine, making noodles, and using a copy machine were taught. A multiple probe design across behaviors replicated across participants was used to evaluate the effectiveness of the intervention. Results indicate that the three participants increased performance across all behaviors by increasing the percent of steps performed independently. [|Read More] || 4.666665 ||
 * [|Birdhouse for Autism] || * Behavioral Intervention || * iPhone
 * iTouch || * All Ages || * Anecdotal || 5 ||
 * [|BoardBuilder] || * Accessibility
 * Behavioral Intervention
 * Communication || * iPad || * All Ages || * Anecdotal || 0 ||
 * [|BOB Books #1: Reading Magic] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Evidence
 * [|BrainControl: Basic Communicator Touch] || * Social Skills
 * Communication
 * Language || * Windows 8 || * All Ages || * Anecdotal || 0 ||
 * [|BrainPop Featured Movie] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Brainy Skills WH Game] || * Recreation
 * Communication
 * Functional Skills
 * Language || * iPad || * All Ages || * Anecdotal || 0 ||
 * [|Bugs and Buttons] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 5 ||
 * [|Build A Scare] || * Recreation
 * Creative Arts
 * Math Skills || * Android
 * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 4 ||
 * [|Camp Discovery: Objects] || * Accessibility
 * Communication
 * Functional Skills
 * Language || * iPad ||  || * Evidence
 * [|Catalyst] || * Behavioral Intervention || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Caught Being Good] || * Behavioral Intervention || * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 0 ||
 * [|Chalkboard Pro for iPad] || * Creative Arts || * iPad ||  || * Anecdotal || 0 ||
 * [|Chicken Boy: The Amazing Adventures of a Super Hero with Autism] || * Recreation
 * Communication
 * Language || * Windows 8 || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 3.333335 ||
 * [|ChoiceBoard Creator] || * Communication || * iPad ||  || * Anecdotal || 0 ||
 * [|Choiceworks] || * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Research

==[|Personal Digital assistants as cognitive aids for high school students with autism: Results of a community-based trial]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 Objective: The purpose of this study was to examine the efficacy of personal digital assistants (PDAs) as task management tools in a sample of transition-age high school students with autism. Method: The group included twenty-two high school students selected from locales across the Commonwealth of Virginia, all of whom carry a diagnosis of autism and exhibit difficulties in performing everyday tasks due to cognitive-behavioral problems. [|Read More] || 0 || ==[|The Use and Understnading of Virtual Environments by Adolescents with Autistic Spectrum Disorders]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The potential of virtual environments for teaching people with autism has been positively promoted in recent years. The present study aimed to systematically investigate this potential with 12 participants with autistic spectrum disorders (ASDs), each individually matched with comparison participants according to either verbal IQ or performance IQ, as well as gender and chronological age. Participants practised using a desktop ?training? virtual environment, before completing a number of tasks in a virtual caf Link to Study: [] [|Read More] || 3.5 ||
 * [|Choiceworks Calendar] || * Functional Skills
 * Organizer || * iPad || * Children (6-12)
 * Adolescents (13-17) ||  || 5 ||
 * [|Chore Pad HD] || * Functional Skills || * iPad ||  || * Evidence
 * [|ClassDojo] || * Social Skills
 * Behavioral Intervention
 * Functional Skills
 * Language || * Android
 * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 5 ||
 * [|ClickySticky] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Color Doodle] || * Recreation
 * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Color Identifier] || * Accessibility || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|ColorCar] || * Educational
 * Language || * Android || * Preschool (2-5) || * Anecdotal || 0 ||
 * [|Coloring with Minecraft] || * Recreation
 * Creative Arts
 * Functional Skills || * iPad || * Children (6-12)
 * Adolescents (13-17) ||  || 0 ||
 * [|Comic Strip- CS] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Communicate Easy] || * Accessibility
 * Behavioral Intervention
 * Communication
 * Language || * iPad || * All Ages || * Anecdotal || 3.42857 ||
 * [|Communicating Basic Needs] || * Communication || * iPad ||  || * Anecdotal || 1 ||
 * [|Communicating Basic Needs App] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Communication Helper] || * Communication || * Android ||  || * Anecdotal || 0 ||
 * [|Community Sidekick] || * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Conversation Coach] || * Communication || * iPad ||  || * Evidence

==[|Brief report: vocabulary acquisition for children with autism: teacher or computer instruction.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This study examined the impact of computers on the vocabulary acquisition of young children with autism. Children's attention, motivation, and learning of words was compared in a behavioral program and an educational software program. The educational software program was designed to parallel the behavioral program, but it added perceptually salient qualities such as interesting sounds and object movement. Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program. Link to Study: [] [|Read More] || 0 || ==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 ||
 * [|ConversationBuilder] || * Social Skills || * iPad ||  || * Research || 0 ||
 * [|Convey] || * Behavioral Intervention
 * Communication
 * Functional Skills
 * Language || * iPad || * All Ages || * Anecdotal || 4.5 ||
 * [|Count TV] || * Math Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Dance Party Zoo by FizzBrain] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Data Collecting] || * Behavioral Intervention || * Android
 * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Describe with Art] || * Language || * iPad ||  || * Research
 * [|Developmental Reading] || * Functional Skills
 * Language || * iPhone ||  || * Evidence
 * [|Diary Journal] || * Organizer || * Windows Phone || * All Ages || * Anecdotal || 0 ||
 * [|Discover MyVoice] || * Communication || * Android
 * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|DotToDot numbers & letters] || * Math Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|DPS Daily Notes] || * Organizer || * Windows Phone || * Children (6-12) || * Anecdotal || 0 ||
 * [|Dr. Suess's ABC] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Evidence
 * [|Dr. Suess's Hop on Pop] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Evidence
 * [|Dr. Suess's Mr. Brown Can Moo] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Evidence
 * [|Dragon Dictation] || * Accessibility || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal ||

==[|Brief report: vocabulary acquisition for children with autism: teacher or computer instruction.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This study examined the impact of computers on the vocabulary acquisition of young children with autism. Children's attention, motivation, and learning of words was compared in a behavioral program and an educational software program. The educational software program was designed to parallel the behavioral program, but it added perceptually salient qualities such as interesting sounds and object movement. Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program. Link to Study: [] [|Read More] || 0 || ==[|Brief report: vocabulary acquisition for children with autism: teacher or computer instruction.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This study examined the impact of computers on the vocabulary acquisition of young children with autism. Children's attention, motivation, and learning of words was compared in a behavioral program and an educational software program. The educational software program was designed to parallel the behavioral program, but it added perceptually salient qualities such as interesting sounds and object movement. Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program. Link to Study: [] [|Read More] || 4 || ==[|Personal Digital assistants as cognitive aids for high school students with autism: Results of a community-based trial]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 Objective: The purpose of this study was to examine the efficacy of personal digital assistants (PDAs) as task management tools in a sample of transition-age high school students with autism. Method: The group included twenty-two high school students selected from locales across the Commonwealth of Virginia, all of whom carry a diagnosis of autism and exhibit difficulties in performing everyday tasks due to cognitive-behavioral problems. [|Read More] || 0 ||
 * [|Draw Emotions] || * Social Skills || * iPad
 * iPhone ||  || * Anecdotal || 5 ||
 * [|Draw Free for iPad] || * Creative Arts || * iPad ||  || * Anecdotal || 0 ||
 * [|Draw With Stars] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Drillaby Articulation Game] || * Recreation
 * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Dropophone] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 5 ||
 * [|E-Mintza] || * Communication || * Android ||  || * Anecdotal || 4.5 ||
 * [|EASe Personal Listening Therapy] || * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Easy Questions] || * Social Skills
 * Communication || * Android ||  || * Anecdotal || 0 ||
 * [|EasyAAC] || * Communication
 * Language || * Android ||  || * Research
 * [|Emotion Cards] || * Social Skills || * iPhone ||  || * Anecdotal || 0 ||
 * [|Emotionary by Me.Mu] || * Social Skills
 * Communication || * iPad || * All Ages || * Anecdotal || 2 ||
 * [|Emotions Reader] || * Social Skills || * iPad || * Children (6-12)
 * Adolescents (13-17)
 * Adults (18+) ||  || 0 ||
 * [|Endless Alphabet] || * Language || * iPad
 * iPhone ||  || * Evidence
 * [|Epic Win] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Research
 * [|Everyday Skills- Pocket Edition] || * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Evidence ||

==[|Brief report: vocabulary acquisition for children with autism: teacher or computer instruction.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This study examined the impact of computers on the vocabulary acquisition of young children with autism. Children's attention, motivation, and learning of words was compared in a behavioral program and an educational software program. The educational software program was designed to parallel the behavioral program, but it added perceptually salient qualities such as interesting sounds and object movement. Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program. Link to Study: [] [|Read More] || 1 ||
 * [|Expedition with Plurals] || * Language || * iPad ||  || * Anecdotal || 0 ||
 * [|Expressions by EdNinja] || * Social Skills
 * Communication || * iPad ||  || * Anecdotal || 0 ||
 * [|EZ Tunes] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|FaceGoo] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|FacesiMake] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|FaceUp Matching] || * Language || * iPad || * All Ages || * Evidence
 * [|FAO ObserverTool] || * Behavioral Intervention || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Farm Academy] || * Recreation
 * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|FastMall- Shopping Malls, Community and Interactive Maps] || * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Feelings with Milo] || * Social Skills
 * Behavioral Intervention
 * Communication
 * Functional Skills || * iPad
 * iPhone
 * iTouch ||  ||   || 0 ||
 * [|Felt Board] || * Recreation
 * Communication
 * Creative Arts || * iPad ||  || * Anecdotal || 0 ||
 * [|FindMe (Autism)] || * Social Skills || * iPad ||  || * Anecdotal || 4 ||
 * [|First & Then] || * Behavioral Intervention || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|First Phrases] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|First Then Visual Schedule] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal ||


 * [|First Words International] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|First Words with Phonics] || * Communication
 * Language || * Windows 8 || * Children (6-12) ||  || 0 ||
 * [|First Words: Deluxe] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Fish School HD] || * Recreation || * iPad ||  || * Anecdotal || 0 ||
 * [|Five Little Monkeys] || * Recreation
 * Language || * Android
 * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|FlipBoard: Your Social News Magazine] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Freefall Money] || * Functional Skills
 * Math Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Freefall Spelling] || * Communication
 * Functional Skills
 * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Freefall Time] || * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|FreeSpeech] || * Accessibility
 * Communication
 * Language || * iPad || * All Ages || * Anecdotal || 2.916665 ||
 * [|Fruit Memory] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Fruit Ninja] || * Recreation || * Android
 * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Fun Timer] || * Social Skills
 * Behavioral Intervention || * iPad
 * iPhone ||  || * Anecdotal || 0 ||
 * [|Fun with Directions] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Gabby Tabs- AAC for Kids] || * Communication || * Android
 * iPad
 * iPhone
 * iTouch ||  || * Anecdotal ||


 * [|Game Factory] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Geo Challenge: Flags, Maps and Geography Learning Game for Kids] || * Functional Skills
 * Language || * Android
 * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Give Me 5!] || * Recreation
 * Social Skills
 * Behavioral Intervention
 * Communication
 * Functional Skills
 * Language || * iPad
 * iPhone
 * iTouch || * Children (6-12)
 * Adolescents (13-17) ||  || 4.35294 ||
 * [|GloRead] || * Social Skills
 * Language || * Android || * All Ages || * Anecdotal || 0 ||
 * [|Go Go Games] || * Behavioral Intervention || * iPad ||  || * Anecdotal || 0 ||
 * [|Go Go Kiddo] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Go To Zoo] || * Recreation
 * Language || * Android || * Preschool (2-5) ||  || 4.333335 ||
 * [|GoTalk Now iPad App from Attainment Company] || * Accessibility
 * Communication
 * Language || * iPad || * All Ages || * Anecdotal || 3 ||
 * [|GPS Tracker] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Grace Picture Exchange for Non-Verbal People] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|GreenDay] || * Behavioral Intervention || * Android ||  || * Anecdotal || 5 ||
 * [|Grocery Gadget- Shopping List] || * Functional Skills || * Android
 * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Hand Drums] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|HandySpeech] || * Social Skills
 * Communication
 * Functional Skills
 * Language || * iPad ||  || * Anecdotal || 0 ||
 * [|Happi Papi Apps] || * Language || * iPad ||  || * Evidence ||


 * [|Happy Geese] || * Recreation
 * Social Skills
 * Accessibility
 * Language || * Android
 * iPad || * Preschool (2-5)
 * Children (6-12) ||  || 4 ||
 * [|Herbi WriteAbout] || * Language || * Windows 8
 * Windows Phone || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 0 ||
 * [|Hidden Curriculum for Adolescents and Adults] || * Social Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Hidden Curriculum for Kids] || * Social Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Hippi 1] || * Recreation
 * Functional Skills
 * Language || * Windows 8 || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 4 ||
 * [|Hippi 2] || * Recreation
 * Functional Skills || * Windows 8 || * Children (6-12) || * Anecdotal || 0 ||
 * [|How Are You?] || * Social Skills || * iPad ||  || * Anecdotal || 0 ||
 * [|How Do You Feel] || * Social Skills
 * Communication || * Windows Phone || * All Ages || * Anecdotal || 0 ||
 * [|I am a child: Just Like You] || * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|I Am A Nice Person] || * Social Skills || * iPad ||  || * Anecdotal || 0 ||
 * [|I Can Do Apps] || * Functional Skills || * iPad ||  || * Anecdotal || 5 ||
 * [|i Create… Social Skills Stories] || * Social Skills
 * Behavioral Intervention
 * Educational
 * Functional Skills
 * Language
 * Organizer || * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 0 ||
 * [|i Get… Cooking] || * Social Skills
 * Educational
 * Functional Skills
 * Language
 * Organizer || * iPad
 * iPhone
 * iTouch || * Children (6-12)
 * Adolescents (13-17)
 * Adults (18+) || * Anecdotal || 0 ||
 * [|I Get… My School Schedules Social Skills Stories] || * Social Skills
 * Behavioral Intervention
 * Educational
 * Functional Skills
 * Language
 * Organizer || * iPad
 * iPhone
 * iTouch || * Children (6-12)
 * Adolescents (13-17) || * Anecdotal || 4 ||
 * [|i.Am Search] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal ||


 * [|iAdvocate] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|iasku] || * Communication || * iPad
 * iPhone ||  || * Anecdotal || 0 ||
 * [|iAssessNTeach Home Series] || * Organizer || * Android
 * iPad
 * iPhone ||  || * Anecdotal || 5 ||
 * [|iAssessNTeach School Series] || * Organizer || * iPad
 * iPhone ||  || * Anecdotal || 0 ||
 * [|iAssist Communicator] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|iAugComm] || * Communication || * Android ||  || * Anecdotal || 5 ||
 * [|iBaby Buttons] || * Recreation
 * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|iBiomed] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|iCan Toilet Training Program] || * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|ICME: Inner Contextual Mindful Emotions] || * Communication || * iPad
 * iPhone
 * iTouch || * All Ages ||  || 4 ||
 * [|iComm] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|iCommunicate] || * Communication
 * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|iCreate Social Skills Stories] || * Social Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 5 ||
 * [|Idea Organizer] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|iDress for Weather] || * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal ||

==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|Personal Digital assistants as cognitive aids for high school students with autism: Results of a community-based trial]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 Objective: The purpose of this study was to examine the efficacy of personal digital assistants (PDAs) as task management tools in a sample of transition-age high school students with autism. Method: The group included twenty-two high school students selected from locales across the Commonwealth of Virginia, all of whom carry a diagnosis of autism and exhibit difficulties in performing everyday tasks due to cognitive-behavioral problems. [|Read More] || 0 ||
 * [|iEarnedThat] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|iHowTo-Book] || * Social Skills
 * Functional Skills
 * Language || * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 4.90909 ||
 * [|iKatha] || * Social Skills
 * Behavioral Intervention || * iPad || * Children (6-12)
 * Adolescents (13-17) ||  || 5 ||
 * [|iLearnNEarn] || * Functional Skills
 * Math Skills || * Android
 * iPad
 * iPhone ||  || * Anecdotal || 5 ||
 * [|iLearnNEarn 2 – Infant and Toddler] || * Social Skills
 * Behavioral Intervention
 * Communication
 * Functional Skills
 * Language
 * Math Skills || * iPad
 * iPhone
 * iTouch || * Preschool (2-5) || * Anecdotal || 0 ||
 * [|iLearnNEarn 2 – School and Adult Series] || * Recreation
 * Functional Skills || * iPad
 * iPhone
 * iTouch || * Children (6-12)
 * Adolescents (13-17)
 * Adults (18+) || * Anecdotal || 0 ||
 * [|Image It - Breaking the Language Barrier] || * Communication
 * Language || * Android
 * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 0 ||
 * [|image2talk] || * Communication || * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 0 ||
 * [|iMean] || * Communication || * iPad ||  || * Anecdotal || 0 ||
 * [|iMix- Scramble Words: A Creative Game for Kids] || * Recreation
 * Language || * iPad
 * iPhone
 * iTouch ||  || * Evidence
 * [|IMPACT Every Day] || * Social Skills
 * Functional Skills
 * Organizer || * iPad ||  || * Research
 * [|Injini: Child Development Game Suite] || * Recreation || * iPad ||  || * Anecdotal || 5 ||
 * [|innerVoice] || * Accessibility
 * Behavioral Intervention
 * Communication
 * Educational || * iPad
 * iPhone
 * iTouch || * All Ages ||  || 4.533335 ||
 * [|inPromptu] || * Functional Skills || * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 0 ||
 * [|Interactive Touch Books for Kids] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal ||

==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|Personal Digital assistants as cognitive aids for high school students with autism: Results of a community-based trial]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 Objective: The purpose of this study was to examine the efficacy of personal digital assistants (PDAs) as task management tools in a sample of transition-age high school students with autism. Method: The group included twenty-two high school students selected from locales across the Commonwealth of Virginia, all of whom carry a diagnosis of autism and exhibit difficulties in performing everyday tasks due to cognitive-behavioral problems. [|Read More] || 0 ||
 * [|Intro to Colors] || * Communication
 * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Intro to Cursive] || * Communication
 * Language || * iPad
 * iPhone
 * iTouch || * Preschool (2-5) || * Anecdotal || 0 ||
 * [|Intro to Letters] || * Communication
 * Language || * iPad
 * iPhone
 * iTouch ||  || * Research
 * [|Intro to Math] || * Math Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|iPraiseU] || * Social Skills
 * Behavioral Intervention
 * Functional Skills || * Android
 * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 4.615385 ||
 * [|iPrompts] || * Social Skills
 * Behavioral Intervention
 * Communication
 * Functional Skills || * Android
 * iPad
 * iPhone
 * iTouch ||  || * Research
 * [|iReward] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 5 ||
 * [|iSeeClearly] || * Accessibility || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|iSpeakUpStory] || * Social Skills
 * Communication
 * Language || * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 4.5 ||
 * [|iSpotPro for KIDS] || * Social Skills
 * Communication
 * Functional Skills || * iPad ||  || * Anecdotal || 0 ||
 * [|iToucan Talk (Autism)] || * Communication || * Android ||  || * Anecdotal || 0 ||
 * [|Itsy Bitsy Spider] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 4.5 ||
 * [|iWriteWords] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|JABtalk] || * Communication || * Android ||  || * Anecdotal || 0 ||
 * [|June Blossom: ABC Coloring Book] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Research ||

==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|Brief report: vocabulary acquisition for children with autism: teacher or computer instruction.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This study examined the impact of computers on the vocabulary acquisition of young children with autism. Children's attention, motivation, and learning of words was compared in a behavioral program and an educational software program. The educational software program was designed to parallel the behavioral program, but it added perceptually salient qualities such as interesting sounds and object movement. Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program. Link to Study: [] [|Read More] || 4.272725 || ==[|Brief report: vocabulary acquisition for children with autism: teacher or computer instruction.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This study examined the impact of computers on the vocabulary acquisition of young children with autism. Children's attention, motivation, and learning of words was compared in a behavioral program and an educational software program. The educational software program was designed to parallel the behavioral program, but it added perceptually salient qualities such as interesting sounds and object movement. Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program. Link to Study: [] [|Read More] || 0 ||
 * [|Key Word Kids] || * Language || * iPad || * Preschool (2-5)
 * Children (6-12) ||  || 4.5 ||
 * [|Keyboard Explorer] || * Communication
 * Language || * iPad ||  || * Anecdotal || 0 ||
 * [|Keyboard Fun] || * Communication
 * Language || * iPad ||  || * Anecdotal || 0 ||
 * [|Khan Academy] || * Math Skills || * iPad ||  || * Anecdotal || 0 ||
 * [|Kids Writing Pad] || * Communication
 * Creative Arts
 * Functional Skills
 * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Kindergarten Reading] || * Recreation
 * Social Skills
 * Language || * iPad
 * iPhone ||  || * Research
 * [|LAMP Words For Life] || * Communication || * iPad || * All Ages || * Research
 * [|Language Builder from Stages] || * Language || * iPad || * All Ages || * Anecdotal || 0 ||
 * [|Language Skill Builder] || * Language || * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12)
 * Adolescents (13-17) || * Anecdotal || 3.77778 ||
 * [|LanguageBuilder] || * Language || * iPad ||  || * Anecdotal || 0 ||
 * [|Learn My Info] || * Social Skills
 * Communication
 * Functional Skills || * iPad ||  || * Anecdotal || 0 ||
 * [|Learn to Talk] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Research
 * [|Learn with Rufus: Boys and Girls] || * Social Skills
 * Communication || * Android
 * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 5 ||
 * [|Learn with Rufus: Feelings and Emotions] || * Social Skills
 * Communication
 * Language || * Android
 * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12)
 * Adolescents (13-17) || * Anecdotal || 5 ||
 * [|Learn with Rufus: Fun and Games] || * Recreation
 * Creative Arts || * Android
 * iPad
 * iPhone
 * iTouch || * All Ages ||


 * [|Learn with Rufus: Groups and Categories] || * Communication
 * Functional Skills
 * Language || * Android
 * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 5 ||
 * [|Learn with Rufus: Numbers and Counting] || * Math Skills || * Android
 * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12) ||  || 5 ||
 * [|Learning Heroes Animal Sounds] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Let's Talk!] || * Communication || * Android
 * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|LetMeTalk] || * Social Skills
 * Communication
 * Educational || * Android || * All Ages || * Anecdotal || 4.75 ||
 * [|Life Skills Winner] || * Social Skills
 * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 5 ||
 * [|Likes and Dislikes] || * Communication
 * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Little Bella's- I Close My Eyes] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Little Star Conversation Story] || * Social Skills || * iPad || * Children (6-12) || * Anecdotal || 0 ||
 * [|Little Star Hairdresser Story] || * Behavioral Intervention || * iPad || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 0 ||
 * [|Little Star New Foods Story] || * Behavioral Intervention || * iPad || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 0 ||
 * [|Little Star Sleep Time Story] || * Behavioral Intervention || * iPad || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 0 ||
 * [|Little Star Toilet & Potty Training Story] || * Behavioral Intervention
 * Functional Skills || * iPad || * Preschool (2-5) || * Anecdotal || 0 ||
 * [|Look Again Jr] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Look in My Eyes 1 Restaurant] || * Social Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal ||

==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|Brief report: vocabulary acquisition for children with autism: teacher or computer instruction.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This study examined the impact of computers on the vocabulary acquisition of young children with autism. Children's attention, motivation, and learning of words was compared in a behavioral program and an educational software program. The educational software program was designed to parallel the behavioral program, but it added perceptually salient qualities such as interesting sounds and object movement. Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program. Link to Study: [] [|Read More] || 0 ||
 * [|Look in My Eyes: Steam Train] || * Social Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Look2Learn] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Magical Concepts] || * Educational || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|MagicPiano] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|MakeChange] || * Functional Skills || * iPad ||  || * Anecdotal || 0 ||
 * [|Match & Find] || * Communication
 * Functional Skills
 * Language
 * Math Skills || * iPad || * Preschool (2-5)
 * Children (6-12) ||  || 0 ||
 * [|Maths Attack] || * Math Skills || * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 0 ||
 * [|Maths Attack Volume 2] || * Math Skills || * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 0 ||
 * [|Maths Attack Volume 3] || * Math Skills || * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 0 ||
 * [|Mayan Quest Activity Book] || * Educational || * iPad ||  || * Research
 * [|Meet Heckerty] || * Recreation
 * Social Skills
 * Communication
 * Language || * Android
 * iPad
 * iPhone
 * iTouch || * All Ages || * Research
 * [|Melodic Based Communication Therapy] || * Language || * iPad ||  || * Anecdotal || 5 ||
 * [|MetaTouch] || * Communication || * iPad ||  || * Anecdotal || 0 ||
 * [|mHelper] || * Language || * Android || * Children (6-12) ||  || 0 ||
 * [|Mi-Stories: Stories for Transitions Through Life] || * Social Skills
 * Communication
 * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal ||

==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|Personal Digital assistants as cognitive aids for high school students with autism: Results of a community-based trial]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 Objective: The purpose of this study was to examine the efficacy of personal digital assistants (PDAs) as task management tools in a sample of transition-age high school students with autism. Method: The group included twenty-two high school students selected from locales across the Commonwealth of Virginia, all of whom carry a diagnosis of autism and exhibit difficulties in performing everyday tasks due to cognitive-behavioral problems. [|Read More] || 0 ||
 * [|Minimal Pair Pack] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Model Me Going Places] || * Social Skills
 * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 4 ||
 * [|Monkey Preschool Lunchbox] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 5 ||
 * [|Montell] || * Communication || * iPad ||  || * Anecdotal || 0 ||
 * [|Moozart] || * Creative Arts || * iPad ||  || * Anecdotal || 0 ||
 * [|More Fun with Directions] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Mr. Phonics: Letters and Sounds for iPad] || * Language || * iPad ||  || * Research
 * [|Multiple Meanings Library] || * Language || * iPad ||  || * Anecdotal || 0 ||
 * [|My Autism Day] || * Organizer || * iPad || * All Ages || * Anecdotal || 5 ||
 * [|My Choice Board] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|My Daily Tasks] || * Social Skills
 * Behavioral Intervention
 * Communication
 * Functional Skills
 * Language
 * Organizer || * iPad
 * iPhone
 * iTouch || * All Ages || * Research
 * [|My First Tangrams HD- A Wood Tangram Puzzle Game for Kids] || * Creative Arts || * iPad ||  || * Anecdotal || 0 ||
 * [|My Healthy Smile] || * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 2.5 ||
 * [|My Life Skills Box] || * Recreation
 * Social Skills
 * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|My Medical] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal ||

==[|Personal Digital assistants as cognitive aids for high school students with autism: Results of a community-based trial]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 Objective: The purpose of this study was to examine the efficacy of personal digital assistants (PDAs) as task management tools in a sample of transition-age high school students with autism. Method: The group included twenty-two high school students selected from locales across the Commonwealth of Virginia, all of whom carry a diagnosis of autism and exhibit difficulties in performing everyday tasks due to cognitive-behavioral problems. [|Read More] || 0 || ==[|Do PDAs enhance the organization and memory skills of students with cognitive disabilities?]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The project studied the on-time behavior of 35 students with intellectual disabilities (ID) or traumatic brain injury (TBI) under three conditions ? times and tasks list, paper planner, and two different personal data assistants (PDAs). Students participated for two 4-week periods, receiving one morning reminder during Period 1 and no reminders during Period 2. Students were on time more often using a PDA compared to a list (p < .024) or a planner (p < .002). Students were on time 50% more often in Period 1 with a single daily morning reminder as compared to no reminder across all conditions. [|Read More] || 0 ||
 * [|My Talk Tools] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|My Video Schedule] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Research
 * [|My Visual Timer for iPad] || * Organizer || * iPad ||  || * Anecdotal
 * [|My Visual Timetable] || * Recreation
 * Communication || * iPad
 * iPhone
 * iTouch ||  || * Research

[|A Context-Senitive Device to Help People with Autism Cope with Anxiety]
Submitted by autismspeaks on Mon, 2013-08-12 20:42 We describe a smartphone application that helps people with Autism Spectrum Disorder (ASD) cope with anxiety attacks. Our prototype provides a one-touch interface for indicating a panic level. The device's response - to instruct, soothe, and/or contact carers - is sensitive to the user's context, consisting of time, location, ambient noise, and nearby friends. Formative evaluation unearths a critical challenge to building assistive technologies for ASD sufferers: can regimented interfaces foster flexible behaviour? [|Read More] || 0 || ==[|Using a Personal Digital Assistant to Enhance the Independence of an Adolescent with Asperger Syndrome]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The Personal Digital Assistant (PDA), while in use in the mainstream population, is not generallyutilized by individuals with disabilities. Using a multiple-baseline design across settings we tested effectivenessof using a PDA to increase the independence of an adolescent with Asperger Syndrome (AS). Results indicateduse of the PDA was effective in decreasing the student?s reliance on adults to complete tasks at home and atschool [|Read More] || 0 ||
 * [|My Voice My Words] || * Communication || * Android ||  || * Anecdotal || 0 ||
 * [|MY Words] || * Communication
 * Language ||  || * All Ages || * Anecdotal || 0 ||
 * [|My Words] || * Communication
 * Language || * Android
 * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 4 ||
 * [|MyFamilyNPals] || * Functional Skills || * iPad
 * iPhone ||  || * Anecdotal || 0 ||
 * [|MyRoutine] || * Functional Skills
 * Organizer || * iPad || * Children (6-12)
 * Adolescents (13-17) ||  || 2.9 ||
 * [|MySocius] || * Communication || * iPad
 * iPhone ||  || * Anecdotal || 0 ||
 * [|MySocius] || * Communication || * iPad
 * iPhone ||  || * Anecdotal || 0 ||
 * [|NeoPaul] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Next Dollar Up] || * Functional Skills
 * Math Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal
 * [|Nightingale] || * Behavioral Intervention || * Android
 * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 5 ||
 * [|Niki Talk] || * Communication
 * Language || * Android
 * iPad
 * iPhone
 * iTouch ||  || * Anecdotal ||

==[|Personal Digital assistants as cognitive aids for high school students with autism: Results of a community-based trial]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 Objective: The purpose of this study was to examine the efficacy of personal digital assistants (PDAs) as task management tools in a sample of transition-age high school students with autism. Method: The group included twenty-two high school students selected from locales across the Commonwealth of Virginia, all of whom carry a diagnosis of autism and exhibit difficulties in performing everyday tasks due to cognitive-behavioral problems. [|Read More] || 0 ||
 * [|NotifyMe 2: ToDo in cloud] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Evidence
 * [|Number Mate] || * Recreation
 * Math Skills || * iPad ||  || * Anecdotal || 0 ||
 * [|Odd One Out Pack] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|One Step Two Step] || * Language || * iPad ||  || * Anecdotal || 0 ||
 * [|OneVoice] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Onions] || * Recreation || * iPad
 * iPhone
 * iTouch || * All Ages ||  || 3 ||
 * [|Paint My Cat] || * Recreation
 * Creative Arts || * Windows 8 || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 0 ||
 * [|PandaPal PECS] || * Communication
 * Language || * iPad ||  || * Anecdotal || 0 ||
 * [|Patty Shukla Kids Music Vol 1, 2, 3 & 4] || * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|PECS Phase III] || * Communication
 * Functional Skills || * iPad || * All Ages || * Anecdotal || 4.65 ||
 * [|Pecs Pics+ Autism] || * Communication
 * Language || * Android || * All Ages || * Anecdotal || 0 ||
 * [|Peg Solitaire] || * Recreation || * Windows Phone || * All Ages || * Anecdotal || 0 ||
 * [|Penultimate] || * Organizer || * iPad ||  || * Anecdotal || 0 ||
 * [|Percentally] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Photo Tales - Create Photo Stories with Your Kids] ||  ||   || * Children (6-12) ||   || 0 ||

==[|The Use and Understnading of Virtual Environments by Adolescents with Autistic Spectrum Disorders]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The potential of virtual environments for teaching people with autism has been positively promoted in recent years. The present study aimed to systematically investigate this potential with 12 participants with autistic spectrum disorders (ASDs), each individually matched with comparison participants according to either verbal IQ or performance IQ, as well as gender and chronological age. Participants practised using a desktop ?training? virtual environment, before completing a number of tasks in a virtual caf Link to Study: [] [|Read More] || 0 || ==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|Personal Digital assistants as cognitive aids for high school students with autism: Results of a community-based trial]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 Objective: The purpose of this study was to examine the efficacy of personal digital assistants (PDAs) as task management tools in a sample of transition-age high school students with autism. Method: The group included twenty-two high school students selected from locales across the Commonwealth of Virginia, all of whom carry a diagnosis of autism and exhibit difficulties in performing everyday tasks due to cognitive-behavioral problems. [|Read More] || 5 || ==[|Personal Digital assistants as cognitive aids for high school students with autism: Results of a community-based trial]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 Objective: The purpose of this study was to examine the efficacy of personal digital assistants (PDAs) as task management tools in a sample of transition-age high school students with autism. Method: The group included twenty-two high school students selected from locales across the Commonwealth of Virginia, all of whom carry a diagnosis of autism and exhibit difficulties in performing everyday tasks due to cognitive-behavioral problems. [|Read More] || 0 ||
 * [|Piano Wizard] || * Creative Arts
 * Functional Skills || * iPad || * All Ages || * Anecdotal || 3.333335 ||
 * [|PianoBall] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|PicTalk Toddler] || * Social Skills
 * Accessibility
 * Communication
 * Functional Skills
 * Language || * iPad ||  || * Anecdotal || 0 ||
 * [|Pictello] || * Social Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal
 * [|PictoDroid Lite] || * Communication || * Android ||  || * Research
 * [|Pictograms] || * Communication || * Android ||  || * Anecdotal || 0 ||
 * [|PictoPie] || * Organizer || * iPad ||  || * Anecdotal || 4.666665 ||
 * [|Picture AAC] || * Communication ||  ||   || * Anecdotal || 0 ||
 * [|Picture AAC] || * Communication || * iPad
 * iPhone ||  || * Anecdotal || 0 ||
 * [|Picture Planner] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Evidence
 * [|Picture Scheduler] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Research
 * [|Picture the Sentence] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Plan with Me] || * Behavioral Intervention || * iPad || * All Ages || * Anecdotal || 4.5 ||
 * [|POGG] || * Recreation
 * Educational
 * Language || * Android
 * iPad
 * iPhone || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 0 ||
 * [|Poke Me! HD] || * Recreation || * iPad ||  || * Anecdotal ||

==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|Brief report: vocabulary acquisition for children with autism: teacher or computer instruction.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This study examined the impact of computers on the vocabulary acquisition of young children with autism. Children's attention, motivation, and learning of words was compared in a behavioral program and an educational software program. The educational software program was designed to parallel the behavioral program, but it added perceptually salient qualities such as interesting sounds and object movement. Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program. Link to Study: [] [|Read More] || 0 || ==[|Using a Personal Digital Assistant to Enhance the Independence of an Adolescent with Asperger Syndrome]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The Personal Digital Assistant (PDA), while in use in the mainstream population, is not generallyutilized by individuals with disabilities. Using a multiple-baseline design across settings we tested effectivenessof using a PDA to increase the independence of an adolescent with Asperger Syndrome (AS). Results indicateduse of the PDA was effective in decreasing the student?s reliance on adults to complete tasks at home and atschool [|Read More] || 0 ||
 * [|Posco AAC] || * Communication || * Windows 8
 * Android
 * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 0 ||
 * [|Practicing Street Crossing] || * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Predictable] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|PrepositionBuilder] || * Language || * iPad ||  || * Anecdotal
 * [|Present A Choice] || * Behavioral Intervention || * iPhone || * All Ages || * Anecdotal || 0 ||
 * [|Presidents vs Aliens] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Proloquo2Go: AAC In Your Pocket] || * Communication || * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 4 ||
 * [|ProxTalker App] || * Communication
 * Language || * iPad
 * iPhone
 * iTouch || * All Ages || * Evidence
 * [|Puppet Pals] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Put It Away!] || * Functional Skills || * iPad ||  || * Anecdotal
 * [|Question Builder] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Questioning Autism?] || * Behavioral Intervention || * iPhone ||  || * Anecdotal

[|A Web-Based Tutorial for Parents of Young Children with Autism: Results from a Pilot Study]
Submitted by autismspeaks on Mon, 2013-08-12 20:42 Early intervention can significantly improve long-term outcomes for children with autism. Unfortunately, many children do not receive early intervention services due to a critical shortage of trained professionals in this area. To bridge this gap, we evaluated a Web-based parent training tutorial (Enhancing Interactions), based on evidence-based practices and utilizing the Web-based platform to maximize learning. Methods: Twenty-three parents with a child between 18 months and 6 years with an autism spectrum disorder participated. [|Read More] || 0 || ==[|Using Virtual Environments for Teaching Social Understanding to 6 Adolescents with Autistic Spectrum Disorders]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 Six teenagers with Autistic Spectrum Disorders (ASDs) experienced a Virtual Environment (VE) of a café. They also watched three sets of videos of real cafés and buses and judged where they would sit and explained why. Half of the participants received their VE experience between the first and second sets of videos, and half experienced it between the second and third. Ten naïve raters independently coded participants’ judgments and reasoning. Link to Study: [|http://www.ncbi.nlm.nih.gov/pubmed/?term=Using+Virtual+Environments+for+Teaching...] [|Read More] || 0 ||
 * [|Quick Talk AAC] || * Communication || * Android
 * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 5 ||
 * [|QuickCues by Fraser] || * Social Skills || * iPad
 * iPhone
 * iTouch ||  || * Evidence
 * [|R+ Remind] || * Social Skills
 * Behavioral Intervention
 * Functional Skills || * Android
 * iPad
 * iPhone
 * iTouch ||  || * Anecdotal ||

==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 5 || ==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|Personal Digital assistants as cognitive aids for high school students with autism: Results of a community-based trial]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 Objective: The purpose of this study was to examine the efficacy of personal digital assistants (PDAs) as task management tools in a sample of transition-age high school students with autism. Method: The group included twenty-two high school students selected from locales across the Commonwealth of Virginia, all of whom carry a diagnosis of autism and exhibit difficulties in performing everyday tasks due to cognitive-behavioral problems. [|Read More] || 0 || ==[|Personal Digital assistants as cognitive aids for high school students with autism: Results of a community-based trial]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 Objective: The purpose of this study was to examine the efficacy of personal digital assistants (PDAs) as task management tools in a sample of transition-age high school students with autism. Method: The group included twenty-two high school students selected from locales across the Commonwealth of Virginia, all of whom carry a diagnosis of autism and exhibit difficulties in performing everyday tasks due to cognitive-behavioral problems. [|Read More] || 0 || ==[|Do PDAs enhance the organization and memory skills of students with cognitive disabilities?]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The project studied the on-time behavior of 35 students with intellectual disabilities (ID) or traumatic brain injury (TBI) under three conditions ? times and tasks list, paper planner, and two different personal data assistants (PDAs). Students participated for two 4-week periods, receiving one morning reminder during Period 1 and no reminders during Period 2. Students were on time more often using a PDA compared to a list (p < .024) or a planner (p < .002). Students were on time 50% more often in Period 1 with a single daily morning reminder as compared to no reminder across all conditions. [|Read More] || 0 || ==[|The Use and Understnading of Virtual Environments by Adolescents with Autistic Spectrum Disorders]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The potential of virtual environments for teaching people with autism has been positively promoted in recent years. The present study aimed to systematically investigate this potential with 12 participants with autistic spectrum disorders (ASDs), each individually matched with comparison participants according to either verbal IQ or performance IQ, as well as gender and chronological age. Participants practised using a desktop ?training? virtual environment, before completing a number of tasks in a virtual caf Link to Study: [] [|Read More] || 0 ||
 * [|Rainbow Sentences] || * Language || * iPad ||  || * Anecdotal
 * [|Read Along] || * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Evidence
 * [|Reading Machine] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Evidence
 * [|Reading Rocks E-Edition] || * Communication
 * Functional Skills || * iPad ||  || * Evidence
 * [|reQall] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Research
 * [|Rhythm Rooms] || * Recreation
 * Communication || * Android
 * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 3 ||
 * [|Rosita's Jump Count] || * Math Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Routinely] || * Social Skills
 * Behavioral Intervention
 * Communication
 * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Research
 * [|RxmindMe] || * Organizer || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal
 * [|Say it & Mail it Pro Recorder for iPad] || * Communication || * iPad ||  || * Anecdotal || 1 ||
 * [|Say Some More] || * Communication || * iPad || * All Ages || * Anecdotal || 0 ||
 * [|Scene and Heard] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|School Skills] || * Social Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal
 * [|Scoops] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|See Me Talk] || * Communication
 * Language || * iPad || * All Ages || * Anecdotal ||

==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|Personal Digital assistants as cognitive aids for high school students with autism: Results of a community-based trial]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 Objective: The purpose of this study was to examine the efficacy of personal digital assistants (PDAs) as task management tools in a sample of transition-age high school students with autism. Method: The group included twenty-two high school students selected from locales across the Commonwealth of Virginia, all of whom carry a diagnosis of autism and exhibit difficulties in performing everyday tasks due to cognitive-behavioral problems. [|Read More] || 0 ||
 * [|See.Touch.Learn.] || * Language || * iPad ||  || * Anecdotal || 0 ||
 * [|See.Touch.Learn. FREE] || * Behavioral Intervention
 * Communication
 * Language
 * Math Skills || * iPad || * All Ages || * Anecdotal || 5 ||
 * [|See.Touch.Learn. Pro] || * Behavioral Intervention
 * Communication
 * Language
 * Math Skills || * iPad || * All Ages || * Anecdotal || 4 ||
 * [|SENspeller] || * Functional Skills || * iPad || * Children (6-12) ||  || 0 ||
 * [|Sentence Builder] || * Language || * Android
 * iPad ||  || * Anecdotal || 0 ||
 * [|Sentence Workout] || * Language || * iPad ||  || * Anecdotal
 * [|Sequences for Autism] || * Recreation
 * Social Skills
 * Communication
 * Functional Skills || * iPad ||  || * Anecdotal || 0 ||
 * [|Shape Builder- the Preschool Learning Puzzle Game] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Shopping List Generator] || * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal
 * [|Should You Eat Cookies in the Bathtub?] || * Social Skills
 * Communication || * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 0 ||
 * [|Sign Language With Sammi Signs!] || * Communication || * iPad
 * iPhone
 * iTouch || * Preschool (2-5) || * Anecdotal || 0 ||
 * [|Sign Me A Story] || * Communication || * Android
 * iPad
 * iPhone
 * iTouch || * Children (6-12) || * Anecdotal || 5 ||
 * [|Silly Numbers- Learning game to teach kids about numbers] || * Math Skills || * iPad ||  || * Anecdotal || 0 ||
 * [|Simple Sort: Counting] || * Math Skills || * iPad ||  ||   || 0 ||
 * [|Simple Steps to Learning - What Colour Am I?] || * Language || * iPad ||  || * Anecdotal ||


 * [|Singing Fingers] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Skill CHamp] || * Recreation
 * Social Skills
 * Functional Skills
 * Math Skills || * iPad || * Preschool (2-5)
 * Children (6-12) ||  || 0 ||
 * [|Sleep Champ by Zansors] || * Behavioral Intervention || * Android
 * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal

[|A Web-Based Tutorial for Parents of Young Children with Autism: Results from a Pilot Study]
Submitted by autismspeaks on Mon, 2013-08-12 20:42 Early intervention can significantly improve long-term outcomes for children with autism. Unfortunately, many children do not receive early intervention services due to a critical shortage of trained professionals in this area. To bridge this gap, we evaluated a Web-based parent training tutorial (Enhancing Interactions), based on evidence-based practices and utilizing the Web-based platform to maximize learning. Methods: Twenty-three parents with a child between 18 months and 6 years with an autism spectrum disorder participated. [|Read More] || 0 || ==[|Do adolescents with autistic spectrum disorders adhere to social conventions in virtual environments?]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The potential for using virtual environments (VEs) in educational contexts for people with autistic spectrum disorders (ASDs) has been recognized. However, very little is known about how people with ASDs interpret and understand VEs. This study aimed to investigate this directly with a group of 12 adolescents with ASDs, each individually matched with comparison participants. Link to Study: [|http://www.ncbi.nlm.nih.gov/pubmed/?term=Do+adolescents+with+autistic+spectrum+d...] [|Read More] || 0 || ==[|The Use and Understnading of Virtual Environments by Adolescents with Autistic Spectrum Disorders]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The potential of virtual environments for teaching people with autism has been positively promoted in recent years. The present study aimed to systematically investigate this potential with 12 participants with autistic spectrum disorders (ASDs), each individually matched with comparison participants according to either verbal IQ or performance IQ, as well as gender and chronological age. Participants practised using a desktop ?training? virtual environment, before completing a number of tasks in a virtual caf Link to Study: [] [|Read More] || 0 ||
 * [|SLP Minimal Pairs] || * Language || * iPad ||  || * Anecdotal || 0 ||
 * [|Smart Fish: Frequent Flyer - Teach Kids about Airplane Travel!] || * Social Skills
 * Functional Skills || * iPad
 * iPhone ||  || * Anecdotal
 * [|Smile at Me] || * Social Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal
 * [|So Much 2 Say] || * Communication || * iPad ||  || * Anecdotal || 0 ||
 * [|Social Adventures App] || * Social Skills
 * Communication || * iPad
 * iPhone ||  || * Anecdotal

[|A Web-Based Tutorial for Parents of Young Children with Autism: Results from a Pilot Study]
Submitted by autismspeaks on Mon, 2013-08-12 20:42 Early intervention can significantly improve long-term outcomes for children with autism. Unfortunately, many children do not receive early intervention services due to a critical shortage of trained professionals in this area. To bridge this gap, we evaluated a Web-based parent training tutorial (Enhancing Interactions), based on evidence-based practices and utilizing the Web-based platform to maximize learning. Methods: Twenty-three parents with a child between 18 months and 6 years with an autism spectrum disorder participated. [|Read More] || 0 || ==[|The Use and Understnading of Virtual Environments by Adolescents with Autistic Spectrum Disorders]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The potential of virtual environments for teaching people with autism has been positively promoted in recent years. The present study aimed to systematically investigate this potential with 12 participants with autistic spectrum disorders (ASDs), each individually matched with comparison participants according to either verbal IQ or performance IQ, as well as gender and chronological age. Participants practised using a desktop ?training? virtual environment, before completing a number of tasks in a virtual caf Link to Study: [] [|Read More] || 0 || ==[|The Use and Understnading of Virtual Environments by Adolescents with Autistic Spectrum Disorders]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The potential of virtual environments for teaching people with autism has been positively promoted in recent years. The present study aimed to systematically investigate this potential with 12 participants with autistic spectrum disorders (ASDs), each individually matched with comparison participants according to either verbal IQ or performance IQ, as well as gender and chronological age. Participants practised using a desktop ?training? virtual environment, before completing a number of tasks in a virtual caf Link to Study: [] [|Read More] || 3.75 || ==[|Using Virtual Environments for Teaching Social Understanding to 6 Adolescents with Autistic Spectrum Disorders]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 Six teenagers with Autistic Spectrum Disorders (ASDs) experienced a Virtual Environment (VE) of a café. They also watched three sets of videos of real cafés and buses and judged where they would sit and explained why. Half of the participants received their VE experience between the first and second sets of videos, and half experienced it between the second and third. Ten naïve raters independently coded participants’ judgments and reasoning. Link to Study: [|http://www.ncbi.nlm.nih.gov/pubmed/?term=Using+Virtual+Environments+for+Teaching...] [|Read More] || 0 ||
 * [|Social Emotional Exchange (S.E.E.)] || * Social Skills
 * Behavioral Intervention
 * Communication || * iPad || * All Ages || * Anecdotal || 4.833335 ||
 * [|Social Skill Builder] || * Social Skills || * iPad
 * iPhone
 * iTouch ||  || * Evidence
 * [|Social Stories] || * Social Skills || * iPad
 * iPhone || * All Ages || * Research
 * [|Songify] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|SonicPics] || * Social Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Sosh: Improving Social Skills with Children and Adolescents] || * Social Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal
 * [|SoundingBoard] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal ||

==[|Brief report: vocabulary acquisition for children with autism: teacher or computer instruction.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This study examined the impact of computers on the vocabulary acquisition of young children with autism. Children's attention, motivation, and learning of words was compared in a behavioral program and an educational software program. The educational software program was designed to parallel the behavioral program, but it added perceptually salient qualities such as interesting sounds and object movement. Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program. Link to Study: [] [|Read More] || 4 || ==[|A series of experimental investigations on iPad-based AAC interventions for individuals with severe autism]== Submitted by Ali Watters on Wed, 2014-05-21 11:26 Link to Study: [|www.communicationmatters.org.uk] [|Read More] Tags:* [|Research] || 0 || ==[|Comparison of the Effects of SMART Board Technology and Flash Card Instruction on Sigh Word Recognition and Observational Learning]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This study compared the effectiveness of SMART Board, interactive whiteboard technology and traditional flash cards in teaching reading in a small-group instructional arrangement. Three students with moderate intellectual disabilities were taught to read grocery store aisle marker words under each condition. Observational learning (students learning other group members' words) was also assessed across each condition. The effectiveness of the two procedures was evaluated using an adapted alternating-treatments design (AATD) across two conditions and replicated across students. [|Read More] || 0 ||
 * [|SoundTouch] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Evidence
 * [|Sparky the Shark: Interactive Storybook for Children] || * Recreation || * iPad ||  || * Anecdotal || 0 ||
 * [|Speak for Yourself AAC] || * Communication || * Android
 * iPad || * All Ages || * Anecdotal || 0 ||
 * [|Speak it!] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Speak4it] || * Functional Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|SpeakAll!] || * Communication || * iPad || * All Ages || * Research
 * [|SpeakColors Español Pro] || * Language || * iPad || * Preschool (2-5)
 * Children (6-12) || * Anecdotal || 5 ||
 * [|SpeakColorsHD] || * Language || * iPad ||  || * Anecdotal || 0 ||
 * [|Special Numbers] || * Functional Skills
 * Math Skills || * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12) ||  || 0 ||
 * [|Special Stories] || * Social Skills
 * Communication
 * Functional Skills
 * Language || * Android
 * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12) ||  || 0 ||
 * [|Special Words] || * Communication
 * Functional Skills
 * Language || * Android
 * iPad
 * iPhone
 * iTouch || * Preschool (2-5)
 * Children (6-12) ||  || 0 ||
 * [|Speech Cards Professional] || * Language || * iPad ||  || * Research
 * [|Speech Magnet Text to Speech] || * Communication || * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 0 ||
 * [|Speech Tutor: Pocket SLP] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Speech with Milo: Interactive Storybook] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal ||

==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|Do adolescents with autistic spectrum disorders adhere to social conventions in virtual environments?]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The potential for using virtual environments (VEs) in educational contexts for people with autistic spectrum disorders (ASDs) has been recognized. However, very little is known about how people with ASDs interpret and understand VEs. This study aimed to investigate this directly with a group of 12 adolescents with ASDs, each individually matched with comparison participants. Link to Study: [|http://www.ncbi.nlm.nih.gov/pubmed/?term=Do+adolescents+with+autistic+spectrum+d...] [|Read More] || 0 || ==[|Brief report: vocabulary acquisition for children with autism: teacher or computer instruction.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This study examined the impact of computers on the vocabulary acquisition of young children with autism. Children's attention, motivation, and learning of words was compared in a behavioral program and an educational software program. The educational software program was designed to parallel the behavioral program, but it added perceptually salient qualities such as interesting sounds and object movement. Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program. Link to Study: [] [|Read More] || 0 ||
 * [|Speech with Milo: Prepositions] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal
 * [|Speech with Milo: Sequencing] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal
 * [|Speech with Milo: Verbs] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|SpeechBox] || * Communication || * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 0 ||
 * [|SpeechHero AAC] || * Communication || * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 0 ||
 * [|SpeechPrompts] || * Social Skills
 * Behavioral Intervention || * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 0 ||
 * [|SpeechTree AAC Communication & Learning Program] || * Communication || * iPad ||  || * Anecdotal || 5 ||
 * [|Splatter HD] || * Creative Arts || * iPad ||  || * Anecdotal || 0 ||
 * [|Splingo's Language Universe] || * Language || * iPad
 * iPhone
 * iTouch ||  || * Research
 * [|Splish Splash Inn] || * Math Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Spot the Dot] || * Recreation || * iPad ||  || * Anecdotal || 0 ||
 * [|Stack the Countries] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Stack the States] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Stepping Stones] || * Organizer || * iPad
 * iPhone
 * iTouch || * Children (6-12)
 * Adolescents (13-17) || * Anecdotal || 4 ||
 * [|Stories About Me] || * Social Skills
 * Behavioral Intervention
 * Communication
 * Language || * iPad ||  || * Anecdotal ||

==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 || ==[|The Use and Understnading of Virtual Environments by Adolescents with Autistic Spectrum Disorders]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The potential of virtual environments for teaching people with autism has been positively promoted in recent years. The present study aimed to systematically investigate this potential with 12 participants with autistic spectrum disorders (ASDs), each individually matched with comparison participants according to either verbal IQ or performance IQ, as well as gender and chronological age. Participants practised using a desktop ?training? virtual environment, before completing a number of tasks in a virtual caf Link to Study: [] [|Read More] || 0 || ==[|The Use and Understnading of Virtual Environments by Adolescents with Autistic Spectrum Disorders]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The potential of virtual environments for teaching people with autism has been positively promoted in recent years. The present study aimed to systematically investigate this potential with 12 participants with autistic spectrum disorders (ASDs), each individually matched with comparison participants according to either verbal IQ or performance IQ, as well as gender and chronological age. Participants practised using a desktop ?training? virtual environment, before completing a number of tasks in a virtual caf Link to Study: [] [|Read More] || 0 || ==[|Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. Link to Study: [] [|Read More] || 0 ||
 * [|Stories2Learn] || * Social Skills || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Story Wheel] || * Communication
 * Language || * iPad
 * iPhone ||  || * Anecdotal || 0 ||
 * [|StoryBuilder for iPad] || * Language || * iPad ||  || * Anecdotal
 * [|StoryMaker for Social Stories] || * Social Skills
 * Behavioral Intervention
 * Functional Skills || * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 4 ||
 * [|StoryMaker for Social Stories] || * Social Skills || * iPad
 * iPhone
 * iTouch || * All Ages ||  || 0 ||
 * [|storysmart1: Trudy Goes to the Beach] || * Social Skills || * iPad || * Preschool (2-5)
 * Children (6-12) || * Anecdotal
 * [|storysmart2: Casey's Big Day] || * Social Skills || * iPad || * Preschool (2-5)
 * Children (6-12) || * Research
 * [|storysmart3: Ruby Gets in the Game] || * Recreation
 * Social Skills || * iPad || * Preschool (2-5)
 * Children (6-12) || * Research || 3.2 ||
 * [|SuperStars - Strengths for Kids] || * Social Skills
 * Behavioral Intervention
 * Communication || * iPad || * Preschool (2-5)
 * Children (6-12) ||  || 0 ||
 * [|Symbly Go] || * Functional Skills || * iPad ||  || * Anecdotal || 0 ||
 * [|Tacky the Penguin] || * Recreation || * iPad
 * iPhone
 * iTouch ||  || * Evidence
 * [|Talk About It Objects Home (single user)] || * Language || * iPad ||  || * Anecdotal || 0 ||
 * [|TalkAssist] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|Talking Cards for iPad] || * Communication || * iPad ||  || * Anecdotal || 0 ||
 * [|Talking English] || * Communication
 * Language || * Android || * Preschool (2-5) || * Anecdotal ||

==[|Comparison of the Effects of SMART Board Technology and Flash Card Instruction on Sigh Word Recognition and Observational Learning]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 This study compared the effectiveness of SMART Board, interactive whiteboard technology and traditional flash cards in teaching reading in a small-group instructional arrangement. Three students with moderate intellectual disabilities were taught to read grocery store aisle marker words under each condition. Observational learning (students learning other group members' words) was also assessed across each condition. The effectiveness of the two procedures was evaluated using an adapted alternating-treatments design (AATD) across two conditions and replicated across students. [|Read More] || 0 ||
 * [|Talking Mats] || * Communication
 * Educational
 * Organizer || * Android
 * iPad || * All Ages || * Evidence || 5 ||
 * [|Talking Train] || * Social Skills
 * Communication
 * Organizer || * iPad
 * iPhone ||  || * Anecdotal || 0 ||
 * [|TalkingTILES] || * Language || * iPhone
 * iTouch || * All Ages || * Anecdotal || 0 ||
 * [|Talkingtiles] || * Social Skills
 * Communication
 * Language || * Windows 8 || * All Ages || * Anecdotal || 0 ||
 * [|TalkRocket Go by MyVoice] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 5 ||
 * [|TalkTablet] || * Communication || * iPad ||  || * Anecdotal || 0 ||
 * [|TallyTots] || * Math Skills || * iPad ||  || * Anecdotal
 * [|Tantrum Tracker] || * Behavioral Intervention
 * Organizer || * iPhone
 * iTouch || * All Ages || * Anecdotal || 3.333335 ||
 * [|Tantrum Tracker Lite] || * Behavioral Intervention
 * Organizer || * iPhone
 * iTouch || * All Ages || * Evidence

[|A Web-Based Tutorial for Parents of Young Children with Autism: Results from a Pilot Study]
Submitted by autismspeaks on Mon, 2013-08-12 20:42 Early intervention can significantly improve long-term outcomes for children with autism. Unfortunately, many children do not receive early intervention services due to a critical shortage of trained professionals in this area. To bridge this gap, we evaluated a Web-based parent training tutorial (Enhancing Interactions), based on evidence-based practices and utilizing the Web-based platform to maximize learning. Methods: Twenty-three parents with a child between 18 months and 6 years with an autism spectrum disorder participated. [|Read More] || 4 || ==[|Do adolescents with autistic spectrum disorders adhere to social conventions in virtual environments?]== Submitted by autismspeaks on Mon, 2013-08-12 20:42 The potential for using virtual environments (VEs) in educational contexts for people with autistic spectrum disorders (ASDs) has been recognized. However, very little is known about how people with ASDs interpret and understand VEs. This study aimed to investigate this directly with a group of 12 adolescents with ASDs, each individually matched with comparison participants. Link to Study: [|http://www.ncbi.nlm.nih.gov/pubmed/?term=Do+adolescents+with+autistic+spectrum+d...] [|Read More] || 0 ||
 * [|Tap Me Happy] || * Behavioral Intervention || * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal
 * [|Tapgram] || * Social Skills
 * Accessibility
 * Communication || * Android
 * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 0 ||
 * [|Tapgram] || * Social Skills
 * Accessibility
 * Communication || * Android
 * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 0 ||
 * [|Tapikeo HD] || * Recreation || * iPad ||  || * Anecdotal || 0 ||
 * [|Tappy Tunes] || * Creative Arts || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || 0 ||
 * [|TapSpeak Button] || * Communication || * iPad
 * iPhone
 * iTouch ||  || * Anecdotal || || * Social Skills
 * Behavioral Intervention
 * Communication
 * Functional Skills
 * Language
 * Organizer || * iPad
 * iPhone
 * iTouch || * All Ages || * Anecdotal || 4.4 ||