Assisting Children with Autism Spectrum Disorder with Educational Mobile Apps to Acquire Language and Communication Skills: A Review

Pauline Chiamaka Okoroafor,Emmanuel O.C Mkpojiogu,Azham Hussain

doi:10.3991/ijim.v15i06.20621

Pauline Chiamaka Okoroafor, Emmanuel O.C Mkpojiogu + Show 1 more

Open Access

https://doi.org/10.3991/ijim.v15i06.20621

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Abstract

This systematic literature review was set out to review available literature on autism spectrum disorder and educational mobile apps with the aim of investigating available educational mobile app and how teachers can utilize these apps in assisting autistic children in acquiring language and communication skills. In order to achieve the aim of the study, the researchers employed a systematic method of investigation. Fifty papers in the areas of autism, educational apps and teaching method for autistic children were downloaded. Twenty-six were carefully selected because of their relevance to the study. The papers were analyzed and the result showed that there are available educational apps that are effective in helping autistic children in acquiring language and communication skills.

Highlights

Autism Spectrum Disorder (ASD) as defined by Individuals with Disabilities Education Act, refers to “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance
The results showed that tablet-based devices, especially iOS devices were highly effective in increasing the communication skills of individuals with autism and developmental disabilities
The findings show that systematic instructions are the most effective teaching methods in Augmentative and Alternative Communication (AAC) interventions [25] in their work entitled “Implementing TabletBased Devices to Improve Communication Skills of Students with Autism” proposed the following guidelines on how to assist students with ASD in acquiring communication skills based on their findings: there should be collaboration in gathering information about the student’s abilities, health status, linguistic and paralinguistic skill, behavioural problem and cognitive abilities

Summary

Introduction

Autism Spectrum Disorder (ASD) as defined by Individuals with Disabilities Education Act, refers to “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Access to services and support for people with ASD is inadequate. Interventions for people with ASD need to be accompanied by broader actions for making their physical, social and attitudinal environments more accessible, inclusive and supportive. Assistive technology, such as argumentative and alternative communication, can benefit people with autism by supporting and enhancing communication, promoting independence, and increasing social interactions [32]

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