Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use

Year 2018, Volume: 10 Issue: 2, 75 - 91, 31.12.2018

Sohyun Meacham Saeed Almalki

https://doi.org/10.20489/intjecse.506861

Abstract

The purpose of this study was investigating teachers’
interaction with a young child with ASD when they were using iPad to support
language and communication skills development. A case study method was applied.
Business-as-usual classroom interaction was analyzed. Utterances were divided
into two conditions (iPad-use and non-iPad-use) to compare effectiveness on
supporting the child’s engagement in teacher-child interaction. In addition,
interviews with teachers were conducted to collect more information about their
own perspectives regarding iPad use with the student with ASD. Results of the
study indicate that child-teacher joint attention and teachers’ verbal
assistance happened more frequently when iPad was not used. In addition,
surprisingly, teachers put a minor emphasis on iPad use for targeted
instruction for language and communication skills development, different from
their initial claim. These findings suggest that more professional development
for teachers’ iPad use in language and communication skills development should
be provided.

Keywords

ASD, iPad, Teachers’ Interaction, Language Development

References

• Bhat, A. N., Galloway, J. C., & Landa, R. J. (2010). Social and non-social visual attention patterns and as-sociative learning in infants at risk for autism. Journal of Child Psy-chology and Psychiatry, 51(9), 989-997. Doi: 10.1111/j.1469-7610.2010.02262.x
• Bruinsma, Y., Koegel, R., & Koegel, L. (2004). Joint attention and chil-dren with autism. A review of the literature. Mental Retardation and Development Disabilities, 10, 169-175. Doi: 10/1002/mrdd.20036.
• Bowers, E. P., & Vasilyeva, M. (2011). The relation between teacher in-put and lexical growth of pre-schoolers. Applied Psycholinguis-tics, 32(01), 221-241. doi: 10.1017/S0142716410000354
• Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child out-comes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166-176. doi: 10.1016/j.ecresq.2009.10.004
• Cabay, M. (1994). Brief report: A con-trolled evaluation of facilitated communication using open-ended and fill-in questions. Journal of Au-tism and Developmental Disorders, 24(4), 517-527. doi: 10.1007/BF02172132
• Camilli , G. & Hopkins , K. (1978). Ap-plicability of chi-square to 2 × 2 contingency tables with small ex-pected cell frequencies. Psycho-logical Bulletin, 85(1), 163-167. doi: http://dx.doi.org/10.1037/0033-2909.85.1.163
• Campbell, S., Cannon, B., Ellis, J. T., Lift-er, K., Luiselli, J. K., Navalta, C. P., & Taras, M. (1998). The May Center for Early Childhood Educa-tion: Description of a continuum of services model for children with autism. International Journal of Disability, Development and Edu-cation, 45(2), 173-187. doi: 10.1080/1034912980450204
• Cardon, T. A. (2012). Teaching caregivers to implement video modeling imita-tion training via iPad for their chil-dren with autism. Research In Au-tism Spectrum Disorders, 6(4), 1389-1400. doi:10.1016/j.rasd.2012.06.002
• Chawarska, K., Klin, A., Paul, R., & Volkmar, F. (2007). Autism spec-trum disorder in the second year: Stability and change in syndrome expression. Journal Of Child Psy-chology And Psychiatry, 48(2), 128-138. doi:10.1111/j.1469-7610.2006.01685.x
• Cohen, J. (1988). Statistical power analy-sis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
• Combs, S. G. P. (2010). The effects of information sharing and modeling on teacher talk and children's lan-guage during dramatic play. ProQuest Information & Learning). Dissertation Abstracts Internation-al: Section B: The Sciences and Engineering, 70 (Electronic; Print). (2010-99040-016; AAI3368449).
• Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.
• de Rivera, C., Girolametto, L., Greenberg, J., & Weitzman, E. (2005).Children’s responses to educators’ questions in day care playgroups. American Journal of Speech-Language Pathology, 14(1), 14–26.http://dx.doi.org/10.1044/1058-0360(2005/004)
• Dhir, A., Buragga, K., & Boreqqah, A. A. (2013). Tweeters on Campus: Twitter a Learning Tool in Class-room? Journal of Universal Com-puter Science, 19(5), 672-691. Doi: 10.3217/jucs-019-05-0672
• Dickinson, D. K., Hofer, K. G., Barnes, E. M., & Grifenhagen, J. F. (2014). Examining teachers’ language in Head Start classrooms from a Sys-temic Linguistics Approach. Early Childhood Research Quarterly, 29(3), 231-244. doi: 10.1016/j.ecresq.2014.02.006
• Dykstra, J. R. (2014). Student engage-ment in self-contained classrooms serving students with autism spec-trum disorders. Dissertation Ab-stracts International, 74.
• Fernández-López, Á., Rodríguez-Fórtiz, M. J., Rodríguez-Almendros, M. L., & Martínez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support stu-dents with special education needs. Computers & Education, 61, 77-90.
• Fey, M. C., Cleave, P. L., Long, S. H., & Hughes, D. L. (1993). Two ap-proaches to the facilitation of grammar in children with language impairment: An experimental eval-uation. Journal of Speech, Lan-guage, and Hearing Research, 36, 141-157. doi: 10.1044/jshr.3601.141
• Flores, M., Musgrove, K., Renner, S., Hin-ton, V., Strozier, S., Franklin, S., & Hil, D. (2012). A Comparison of Communication Using the Apple iPad and a Picture-based System. Augmentative and Alternative Communication, 1-11. doi: 10.3109/07434618.2011.644579
• Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in chil-dren's academic engagement and performance. Journal Of Educa-tional Psychology, 95(1), 148-162. doi:10.1037/0022-0663.95.1.148
• Geist, E. (2012). A qualitative study of two-year olds interaction with pad based interactive technology. Journal of instructional Psychology 39(3), 26-35.
• Girolametto, L., Pearce, P. S., & Weit-zman, E. (1996). Interactive fo-cused stimulation for toddlers with expressive vocabulary delays. Journal of Speech, Language, and Hearing Research, 39, 1274-1283. doi: 10.1044/jshr.3906.1274
• Goodisman, L. D. (1982). A manipulation-free design for single-subject cer-ebral palsy research. Physical Therapy, 62(3), 284-289.
• Goodman, R., & Scott, S. (2012). Child and adolescent psychiatry, 3rd ed. Hoboken, NJ: Wiley-Blackwell.
• Halliday, M.A.K. (1975). Learning how to mean: Explorations in the devel-opment of language. London: Edward Arnold.
• Harlen, W. (1999). Effective teaching of science: A review of research. Ed-inburgh, Scot-land: Scottish Council for Research in Education.
• Hoff, E. (2003). The Specificity of Envi-ronmental Influence: Socioeco-nomic Status Affects Early Vocab-ulary Development Via Maternal Speech. Child Development, 74(5), 1368-1378. doi: 10.1111/1467-8624.00612
• Howell, D. C. (2002) Statistical methods for psychology, 5th ed.. Belmont, CA: Duxbury Press.
• Howes, C., Burchinal, M., Pianta, R., Bry-ant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs. Early Childhood Re-search Quarterly, 23(1), 27-50. doi: 10.1016/j.ecresq.2007.05.002
• Howlin, P., Mawhood, L., & Rutter, M. (2000). Autism and developmental receptive language disorder—a follow-up comparison in early adult life. II: Social, behavioural, and psychiatric outcomes. Journal of Child Psychology and Psychiatry, 41(5), 561-578. doi: 10.1111/1469-7610.00643
• Jowett, E. L., Moore, D. W., & Anderson, A. (2012). Using an iPad-based video modelling package to teach numeracy skills to a child with an autism spectrum disorder. Devel-opmental Neurorehabilita-tion,15(4), 304-312. doi:10.3109/17518423.2012.682168
• Justice, L. M., Weber, S. E., Ezell, H. K., & Bakeman, R. (2002). Respon-siveness to parental print refer-ences during shared book-reading interactions. American Journal of Speech- Language Pathology, 11, 30-40.
• Kwok, E. L., Brown, H. M., Smyth, R. E., & Cardy, J. O. (2015). Meta-analysis of receptive and expressive lan-guage skills in autism spectrum disorder. Research In Autism Spectrum Disorders, 9202-222. doi:10.1016/j.rasd.2014.10.008
• Landis, J. R., & Koch, G. G. (1977). The measurement of observer agree-ment for categorical data. Biomet-rics, 33, 159-167.
• Lee, Y., Kinzie, M. B., & Whittaker, J. V. (2012). Impact of online support for teachers’ open-ended ques-tioning in pre-k science activities. Teaching and Teacher Education, 28(4), 568-577. doi: 10.1016/j.tate.2012.01.002
• Lincoln, Y. S., & Guba, E. G. (1985). Nat-uralistic inquiry. Beverly Hills, CA: Sage Publications.
• Macpherson, K., Charlop, M. H., & Milten-berger, C. A. (2014). Using porta-ble video modeling technology to increase the compliment behaviors of children with autism during ath-letic group play. Journal Of Autism And Developmental Disorders, doi:10.1007/s10803-014-2072-3
• MacWhinney, B. (2000). The CHILDES project: Tools for analyzing talk (2nd ed.). Hillsdale, NJ: Erlbaum.
• Madill, R. A., Gest, S. D., & Rodkin, P. C. (2014). Students' perceptions of relatedness in the classroom: The roles of emotionally supportive teacher-child interactions, chil-dren's aggressive-disruptive be-haviors, and peer social prefer-ence. School Psychology Review, 43(1), 86-105.
• Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., ... Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s de-velopment of academic, language, and social skills. Child Develop-ment, 79(3), 732-749. doi: 10.1111/j.1467-8624.2008.01154.x
• Merriam, S. B. (1998). Qualitative re-search and case study applica-tions in education. San Francisco: Jossey-Bass.
• Miller, J. F., & Chapman, R. S. (1996). SALT: Systematic analysis of lan-guage transcripts. Madison, WI: University of Wisconsin-Madison.
• Moore, C. & Dunham, P. (1995). Joint attention: Its origins and role in development. Lawrence Erlbaum Associates.
• Murdock, L. C., Ganz, J., & Crittendon, J. (2013). Use of an iPad play story to increase play dialogue of pre-schoolers with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 43(9), 2174-2189. doi: 10.1007/s10803-013-1770-6
• Myers, S. S., & Pianta, R. C. (2008). De-velopmental Commentary: Individ-ual and Contextual Influences on Student–Teacher Relationships and Children's Early Problem Be-haviors. Journal of Clinical Child & Adolescent Psychology, 37(3), 600-608. doi: 10.1080/15374410802148160
• Neely, L., Rispoli, M., Camargo, S., Davis, H., & Boles, M. (2013). The effect of instructional use of an iPad® on challenging behavior and academ-ic engagement for two students with autism. Research in Autism Spectrum Disorders, 7(4), 509-516. doi: 10.1016/j.rasd.2012.12.004
• Paul, R., Campbell, D., Gilbert, K., & Tsiouri, I. (2013). Comparing spo-ken language treatments for mini-mally verbal preschoolers with au-tism spectrum disorders. Journal Of Autism And Developmental Disorders, 43(2), 418-431. doi:10.1007/s10803-012-1583-z
• Paul, R., & Chapman, R. S. (2007). Lan-guage disorders from a develop-mental perspective: Essays in honor of Robin S. Chapman. Mahwah, NJ: Lawrence Erlbaum Associates.
• Peck, C. A. (1985). Increasing opportuni-ties for social control by children with autism and severe handicaps: Effects on student behavior and perceived classroom climate. Journal Of The Association For Persons With Severe Handicaps, 10(4), 183-193.
• Perryman, T. Y., Carter, A. S., Messinger, D. S., Stone, W. L., Ivanescu, A. E., & Yoder, P. J. (2013). Parental child-directed speech as a predic-tor of receptive language in chil-dren with autism symptomatology. Journal Of Autism And Develop-mental Disorders, 43(8), 1983-1987. doi:10.1007/s10803-012-1725-3
• Pianta, R. C., (2001). Student-teacher relationship scale. Lutz, FL: Psy-chological Assessment Resources.
• Prescott, E., Jones, E., & Kritchevsky, S. (1972). Day care as a child-rearing environment. Washington, DC: NAEYC.
• Prior, M., & Cummins, R. (1992). Ques-tions about facilitated communica-tion and autism. Journal of Autism and Developmental Disorders, 22(3), 331-337. doi: 10.1007/BF01048237
• Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Jour-nal of Clinical Child & Adolescent Psychology, 37(1), 8-38.
• Ruble, L., & Mcgrew, J. H. (2013). Teach-er and Child Predictors of Achiev-ing IEP Goals of Children with Au-tism. Journal of Autism and Devel-opmental Disorders, 43(12), 2748-2763. doi: 10.1007/s10803-013-1884-x
• Sallows, G. O., & Graupner, T. D. (2005). Intensive behavioral treatment for children with Autism: Four-year outcome and predictors. American Journal on Mental Retardation, 110(6), 417.
• Stahmer, A. C., Schreibman, L., & Cun-ningham, A. B. (2011). Toward a technology of treatment individual-ization for young children with au-tism spectrum disorders. Brain Re-search, 1380, 229-239. doi: 10.1016/j.brainres.2010.09.043
• Seiler, W. J., & Beall, M. L. (2005). Com-munication: making connections. Boston: Pearson/Allyn & Bacon, 2005
• Smith, T., Groen, A. D., & Wynn, J. W. (2000). Randomized trial of inten-sive early intervention for children with pervasive developmental dis-order. American Journal on Mental Retardation, 105(4), 269. doi: 10.1352/0895-8017(2000)1052.0.CO;2
• Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge: Cambridge University Press.
• Stevenson, J., Richman, N., & Graham, P. (1985). Behaviour problems and language abilities at three years and behavioural deviance at eight years. Journal of Child Psychology and Psychiatry, 26(2), 215-230. doi: 10.1111/j.1469-7610.1985.tb02261.x
• Talay-Ongan, A., & Wood, K. (2000). Un-usual Sensory Sensitivities in Au-tism: A possible crossroads. Inter-national Journal of Disability, De-velopment and Education, 47(2), 201-212. doi: 10.1080/713671112
• Urwin, S., Cook, J., & Kelly, K. (1988). Preschool language intervention: A follow-up study. Child: Care, Health and Development, 14(2), 127-146. doi: 10.1111/j.1365-2214.1988.tb00569.x
• Weismer, S. E., & Robertson, S. (2006). Focused stimulation. In R. J. McCauley (Eds.), Treatment of Language Disorders in Children. (pp. 47-75). Baltimore: Paul Brooks Publishing Company.
• Zimmerman, I., Steiner, V., & Pond, R. (2011). Preschool Language Scale (5th ed.). San Antonio, TX: The Psychological Corporation.
• Zimmerman, I., Steiner, V., & Pond, R. (2002). Preschool Language Scale (4th ed.). San Antonio, TX: The Psychological Corporation.