{"id":{"repo_id":"wichita-thes","oai_identifier":"oai:soar.wichita.edu:10057/14501"},"canonical_url":"https://search.dev.ndltd.org/etd/wichita-thes/oai:soar.wichita.edu:10057/14501","repository":{"repo_id":"wichita-thes","name":"Wichita State University","base_url":"https://soar.wichita.edu/oai/request"},"display":{"title":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Marble-Flint, Karissa J."],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-05","date_published":"2017-05","updated_at":"2026-07-24T06:06:11Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:10057/14501"],"render_values":[{"text":"hdl:10057/14501","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2017-05"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:10057/14501"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.other","label":"Dc Description Other","values":["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."]},{"key":"dc:title","label":"Title","values":["Comprehension scores among young typically developing children and children with autism: traditional and tablet-based storybooks"]}]}],"canonical_facts":{"dc:date.issued":["2017-05"],"dc:description.other":["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."],"dc:identifier":["hdl:10057/14501"],"dc:title":["Comprehension scores among young typically developing children and children with autism: traditional and tablet-based storybooks"],"dc:type":["Dissertation"]},"updated_at":"2026-07-24T06:06:11Z"}