Comprehension scores among young typically developing children and children with autism: traditional and tablet-based storybooks

Abstract

Research involving assessments and interventions incorporating technology for children with autism is considered a new area of science. The purpose of the current study was to a) investigate potential differences between paper and tablet device presentation of a receptive vocabulary test (Peabody Picture Vocabulary Test (PPVT) when administered to young children with autism and their vocabulary age-matched peers and (b) determine if differences exist between children's answers to story comprehension questions from three different storybook modalities including paper and two iPad® presentations of stories. Participants (not based on classification) performed best on story comprehension questions when the story was presented via iPad® compared to traditional, paper book. These findings suggest that young children may perform better on story comprehension questions when the story is presented on the iPad®. Additionally, the findings from this study may be important to parents and educational professionals as they decide whether to use traditional, paper materials or iPad®s when presenting assessments and books to children.