Date of Award

12-5-2011

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

Education

First Advisor

Rachel Mathews, Ph.D.

Second Advisor

Christopher Jones, Ph.D.

Third Advisor

Steve Whitaker, Ph.D.

Abstract

The purpose of this study was to explore the relationship between the effect of tablet computer applications and the reading skills of students with autism. Two subjects diagnosed with autism selected by using a convenient sampling method participated in this study. A single subject ABA design was used for collecting data regarding phonemic identification, letter identification, letter discrimination, ap.d sight word identification. Following the collection of baseline data, interventions in the form of different iPad applications were used in individual tutoring sessions and data were collected on the percent of correct responses given per trial. At the completion of a total of 59 sessions of intervention over a period of 8 weeks, data were collected to determine whether skills were maintained. The results showed remarkable change in phoneme identification, classification and sight word identification based on the comparison of baseline and maintenance averages. Limitations of the study include the small sample size and the length of time allotted for interventions. Future study involving the use of tablet technology with a larger sample size is recommended.

 
 

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