Use of Mobile Devices During Instructional Programming for Individuals with Autism Spectrum Disorders: A Review of the Literature Fran Vitale, M.A. & Joshua B. Plavnick, Ph.D. BCBA-D Background & ObjectiveMethod ResultsDiscussion Mobile devices most often used in the interventions were either an iPad or iPod Majority of interventions employing mobile devices had participants in the pre-k through elementary grades Mobile Devices may be an effective instructional tool to enhance learning and independence Proloquo2Go most commonly used App. Custom videos are also commonly used in instruction Instructional support may be required to teach students how to use a touch screen, how to select and open apps, and how to use an app. Instructional techniques used as part of the interventions are almost entirely behavior analytic and include prompting, praise, reinforcement, time delay, cueing, manual guidance, and chaining. However, minimal publications in behavior-specific journals. Additional research on the effectiveness of mobile devices used during instructional programming for persons with ASD is required before there is widespread implementation of these devices in interventions for persons with ASD. For instance, how can educators, parents, and professionals utilize these devices to increase their effectiveness? Most Frequently Used Software/APPS Software/APP Number of Studies Custom Videos15 Proloquo2Go8 Keynote2 HANDS Software2 Autism spectrum disorders (ASD) are a pervasive, neurological, developmental disorder (American Psychiatric Association, 2001). Up to 25% to 50% of children with an ASD may never develop language and social interaction skills (Dawson and Murias 2009; Howlin 2006; Rutter 1978; Tager-Flusberg 2001). Behavioral interventions are highly effective for individuals with ASD. As new technology emerges, the technologies may be combined with applied behavior analytic procedures to provide effective instructional programming for persons with ASD Tentori and Hayes (2010) reported that mobile devices can be employed to increase social skills development, and that the related applications might help to provide children with social cues in certain social situations. Research also indicates that persons with ASD not only demonstrate significant skill acquisition when taught using mobile technologies but also prefer instruction delivered through such devices (Shane & Albert, 2008), perhaps because these mobile devices allow persons with ASD to self-manage. Traxler (2009) found that there is little or no extant “theoretical conceptualization of mobile learning or any evaluation methodologies specifically aligned to the unique attributes of mobile learning” (pg. 10). Therapists or educators may be using mobile devices in interventions without identifying effective practices for teaching children how to get the most out of these technologies. Technological devices and apps are now commonplace in educational and research settings for individuals with ASD, and usage of these technologies appear to be socially valid and acceptable. However teachers and researchers may not be aware of the instructional procedures and various options available for these devices. A review of literature is important to evaluate how mobile devices and apps are used with children with ASD, the extent to which behavioral practices are employed, the actual devices used, and the consumers who use the devices. Most Frequent Peer Reviewed Outlets Number of Studies Research in Autism Spectrum Disorders9 Journal of Physical and Developmental Disabilities4 Behavior-specific journals (JPBI, JBE)1 each Journal of Applied Behavior Analysis0