{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1106"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1106","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"The effect of using the iPad to enhance sight word acquisition of students with autism","abstract":"The purposes of this study were to (a) investigate the effectiveness of the Apple iPad as an assistive technology device to support students with autism spectrum disorders in their acquisition of sight words and (b) examine the social validity of using the iPad in the classroom. The participants were two 2nd and two 3rd graders diagnosed with autism spectrum disorders. Baseline data was collected by evaluating student progress of sight word acquisition at the end of each week for three weeks. A multiple baseline across students with AB phases was used in this study. During Intervention, the iPad was integrated into instruction for approximately 20 minutes every other day utilizing the app Phonics Genius. Lessons were divided into two 10-minute segments. During Part I, a random word was flashed on the screen and the student attempted to sound out the word. When the student was satisfied with his/her attempt, he/she would touch the screen and the word would be pronounced. During Part II, random words were set on a time delay which decreased each week of the intervention. The Students' acquisition of sight words was assessed at the end of each week for six weeks. Student satisfaction was evaluated by a brief survey. The findings indicate that the iPad can be successfully implemented as a computer-based sight word reading intervention for students with ASD.","abstract_html":"The purposes of this study were to (a) investigate the effectiveness of the Apple iPad as an assistive technology device to support students with autism spectrum disorders in their acquisition of sight words and (b) examine the social validity of using the iPad in the classroom. The participants were two 2nd and two 3rd graders diagnosed with autism spectrum disorders. Baseline data was collected by evaluating student progress of sight word acquisition at the end of each week for three weeks. A multiple baseline across students with AB phases was used in this study. During Intervention, the iPad was integrated into instruction for approximately 20 minutes every other day utilizing the app Phonics Genius. Lessons were divided into two 10-minute segments. During Part I, a random word was flashed on the screen and the student attempted to sound out the word. When the student was satisfied with his/her attempt, he/she would touch the screen and the word would be pronounced. During Part II, random words were set on a time delay which decreased each week of the intervention. The Students' acquisition of sight words was assessed at the end of each week for six weeks. Student satisfaction was evaluated by a brief survey. The findings indicate that the iPad can be successfully implemented as a computer-based sight word reading intervention for students with ASD.","abstract_has_math":false,"creators":["Emerson, Jeffrey"],"institution":null,"degree_name":"M.A. Special Education","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Special Education","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-06-05T07:00:00Z","date_published":"2013-06-05T07:00:00Z","updated_at":"2026-07-24T04:12:56Z","subjects":["Tablet computers; Autistic children; Language arts (Elementary)","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/107","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy"]},{"key":"dc:creator","label":"Author","values":["Emerson, Jeffrey"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:39Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Tablet computers; Autistic children; Language arts (Elementary)","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/107"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purposes of this study were to (a) investigate the effectiveness of the Apple iPad as an assistive technology device to support students with autism spectrum disorders in their acquisition of sight words and (b) examine the social validity of using the iPad in the classroom. The participants were two 2nd and two 3rd graders diagnosed with autism spectrum disorders. Baseline data was collected by evaluating student progress of sight word acquisition at the end of each week for three weeks. A multiple baseline across students with AB phases was used in this study. During Intervention, the iPad was integrated into instruction for approximately 20 minutes every other day utilizing the app Phonics Genius. Lessons were divided into two 10-minute segments. During Part I, a random word was flashed on the screen and the student attempted to sound out the word. When the student was satisfied with his/her attempt, he/she would touch the screen and the word would be pronounced. During Part II, random words were set on a time delay which decreased each week of the intervention. The Students' acquisition of sight words was assessed at the end of each week for six weeks. Student satisfaction was evaluated by a brief survey. The findings indicate that the iPad can be successfully implemented as a computer-based sight word reading intervention for students with ASD."]},{"key":"dc:title","label":"Title","values":["The effect of using the iPad to enhance sight word acquisition of students with autism"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Emerson, Jeffrey"],"dc:date.available":["2020-03-03T19:58:39Z"],"dc:description.abstract":["The purposes of this study were to (a) investigate the effectiveness of the Apple iPad as an assistive technology device to support students with autism spectrum disorders in their acquisition of sight words and (b) examine the social validity of using the iPad in the classroom. The participants were two 2nd and two 3rd graders diagnosed with autism spectrum disorders. Baseline data was collected by evaluating student progress of sight word acquisition at the end of each week for three weeks. A multiple baseline across students with AB phases was used in this study. During Intervention, the iPad was integrated into instruction for approximately 20 minutes every other day utilizing the app Phonics Genius. Lessons were divided into two 10-minute segments. During Part I, a random word was flashed on the screen and the student attempted to sound out the word. When the student was satisfied with his/her attempt, he/she would touch the screen and the word would be pronounced. During Part II, random words were set on a time delay which decreased each week of the intervention. The Students' acquisition of sight words was assessed at the end of each week for six weeks. Student satisfaction was evaluated by a brief survey. The findings indicate that the iPad can be successfully implemented as a computer-based sight word reading intervention for students with ASD."],"dc:identifier":["https://rdw.rowan.edu/etd/107"],"dc:subject":["Tablet computers; Autistic children; Language arts (Elementary)","Special Education and Teaching"],"dc:title":["The effect of using the iPad to enhance sight word acquisition of students with autism"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Special Education"]},"updated_at":"2026-07-24T04:12:56Z"}