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dc.contributor.advisorStrattman, Kathy H.
dc.contributor.authorMarble-Flint, Karissa J.
dc.date.accessioned2018-01-30T17:25:32Z
dc.date.available2018-01-30T17:25:32Z
dc.date.issued2017-05
dc.identifier.otherd17010s
dc.identifier.urihttp://hdl.handle.net/10057/14501
dc.descriptionThesis (Ph.D.)-- Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders
dc.description.abstractResearch 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.
dc.format.extentxi, 105 pages
dc.language.isoen_US
dc.publisherWichita State University
dc.rightsCopyright 2017 by Karissa Marble-Flint All Rights Reserved
dc.subject.lcshElectronic dissertations
dc.titleComprehension scores among young typically developing children and children with autism: traditional and tablet-based storybooks
dc.typeDissertation


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