Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement.
Bethany R Wainwright, Melissa L Allen, Kate Cain
PMID 32036494WHAT IT FOUND
Children with autism mapped new words from iPad pictures just as well as vocabulary-matched peers.
Adding 3D rotation or interactivity did not improve word learning. Interactive screens increased looking time but reduced speech and eye contact with the adult.
Key findings
01Children with ASC and TD peers showed similar levels of symbolic understanding and label retention across 2D, automatic 3D, and interactive 3D conditions.
02Interactive conditions increased visual attention but decreased relevant speech and adult-oriented looking compared to 2D conditions.
03Robust symbolic responders in the ASC group had higher retention scores after a two-week delay than non-robust responders.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
The ASC group had lower Social Communication Questionnaire scores than previous studies, suggesting they were higher-functioning and verbal, which limits generalisation to minimally verbal children. Participants were matched on receptive vocabulary but not chronological age, meaning the TD group was younger on average. Only two trials were used, which may not reflect real-world symbol learning complexity. The study only tested noun labels; results may not apply to verbs or adjectives.
Declared interests
The study was funded by the Leverhulme Trust.
The easy way to misread this
Do not assume that interactive iPad apps are superior for learning because they capture more visual attention. The study found that while interactive features increased looking at the screen, they significantly reduced the child's speech and eye contact with the adult, which are critical for social communication development.