Abstract
This study investigated the use of the iPod Touch® and the application Letter School in the acquisition of letter writing in three preschool aged children diagnosed with a developmental disability, using a multiple baseline across letters design. Additionally, the generalization of the acquisition of letter writing from the iPod Touch® and stylus pen to paper and pencil was evaluated. Finally, participant preference for instruction using the iPod Touch ® with a stylus pen or paper and pencil was assessed. The results indicated that all three participants acquired the ability to write letters using a pencil and paper, following instruction using the iPod Touch® and application Letter School. For two of the three participants instruction incorporating the iPod Touch® and application Letter School was preferred, while one participant demonstrated a slight preference for paper and pencil instruction.
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