Year 2018, Volume 10, Issue 2, Pages 75 - 91 2018-12-31

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

Sohyun Meacham [1] , Saeed Almalki [2]

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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.

ASD, iPad, Teachers’ Interaction, Language Development
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Primary Language en
Journal Section Articles

Orcid: 0000-0002-6229-7060
Author: Sohyun Meacham (Primary Author)
Institution: University of Northern Lowa
Country: United States

Author: Saeed Almalki


Publication Date: December 31, 2018

Bibtex @research article { intjecse506861, journal = {International Journal of Early Childhood Special Education}, issn = {1308-5581}, address = {İbrahim H. DİKEN}, year = {2018}, volume = {10}, pages = {75 - 91}, doi = {10.20489/intjecse.506861}, title = {Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use}, key = {cite}, author = {Meacham, Sohyun and Almalki, Saeed} }
APA Meacham, S , Almalki, S . (2018). Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use. International Journal of Early Childhood Special Education, 10 (2), 75-91. DOI: 10.20489/intjecse.506861
MLA Meacham, S , Almalki, S . "Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use". International Journal of Early Childhood Special Education 10 (2018): 75-91 <>
Chicago Meacham, S , Almalki, S . "Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use". International Journal of Early Childhood Special Education 10 (2018): 75-91
RIS TY - JOUR T1 - Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use AU - Sohyun Meacham , Saeed Almalki Y1 - 2018 PY - 2018 N1 - doi: 10.20489/intjecse.506861 DO - 10.20489/intjecse.506861 T2 - International Journal of Early Childhood Special Education JF - Journal JO - JOR SP - 75 EP - 91 VL - 10 IS - 2 SN - 1308-5581- M3 - doi: 10.20489/intjecse.506861 UR - Y2 - 2019 ER -
EndNote %0 International Journal of Early Childhood Special Education Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use %A Sohyun Meacham , Saeed Almalki %T Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use %D 2018 %J International Journal of Early Childhood Special Education %P 1308-5581- %V 10 %N 2 %R doi: 10.20489/intjecse.506861 %U 10.20489/intjecse.506861
ISNAD Meacham, Sohyun , Almalki, Saeed . "Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use". International Journal of Early Childhood Special Education 10 / 2 (December 2019): 75-91.
AMA Meacham S , Almalki S . Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use. International Journal of Early Childhood Special Education. 2018; 10(2): 75-91.
Vancouver Meacham S , Almalki S . Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use. International Journal of Early Childhood Special Education. 2018; 10(2): 91-75.