This study investigated the effects of using mobile technology as an intervention to increase the amount of praise delivered by teachers to low-performing students with autism. Additionally, the study also investigated the impact that praise would have on the on-task behaviors of these students. Participants included five elementary students with autism, two teachers, and two paraprofessionals. Results indicated that prompts from the mobile devices were effective in increasing the amount of praise provided by each of these educators. However, the extent to which teachers' contingent praise impacted student on-task behaviors was less clear. Implications for future research and practice are discussed.

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The purpose of this study was to examine the effects of a computer-based video intervention, using Apple iBooks on an iPad, for teaching literacy skills to a student with moderate intellectual disability. The intervention, which combined rich multimedia features and explicit instruction sought to teach picture vocabulary, sight word recognition, and the definitions of targeted vocabulary. A multiple-probe design across conditions was used to determine the effectiveness of the intervention. Results demonstrated a functional relation between the presentation of the intervention and the number of correct picture vocabulary words learned. Additionally, pre and post measures indicated that the participant was able to generalize picture vocabulary, in addition to acquiring sight words and vocabulary definitions as a result of the multimedia video instruction. Suggestions for future research and implications for practice are provided.