Enhancing academic performance of three boys with autism spectrum disorders and intellectual disabilities through a computer-based program

We assessed a computer-based rehabilitative program (i.e., tablet device with touch screen and adapted software) to improve academic performance and to increase the on-task behavior of three children with autism spectrum disorders and mild intellectual disabilities in a school setting. Furthermore, the study pursued the following objectives: (a) monitor its effects on the generalization process, occurring two months after the end of the intervention, within home context, (b) reduce repetitive (stereotypic) behaviors exhibited by the participants (i.e., hand clapping, washing and voice noises), and (c) carry out a social validation assessment involving 48 support teachers (i.e., professionals who follow children with developmental disabilities with a special and individualized training program within a school context) as external raters. The study was conducted according to a changing criterion design for each participant. Results showed an improvement in performance (i.e.,academic activities correctly achieved and percentage of intervals with on-task behavior), for all participants recruited, that they generalized once the program was implemented within their homes. Moreover, all children showed a reduction of repetitive behaviors during intervention phases compared to baseline. Finally, external raters (i.e., support teachers) considered the use of the technology favorably. Educational, practical and psychological implications of the findings were discussed.