Searching for app evaluation tools to make decisions for students with extensive support needs: a systematic literature review.

PURPOSE: The rising number of apps requires careful consideration in how these apps are being selected for students with extensive support needs in school-based settings. Current practices suggest that educational apps are being purchased without utilizing an evaluation tool to determine the quality or effectiveness of the apps. A systematic literature review was conducted to identify educational app evaluation tools for students with extensive support needs. MATERIALS AND METHODS: A three-phase search process (electronic database search, journal hand-search, and ancestral search) was conducted using 14 keywords to maximize the number of articles. A two-step coding procedure was conducted to ensure articles met the four inclusion criteria. A 15 criteria checklist was used to evaluate the methodological rigor of accepted articles. RESULTS: Findings focused on the type of app evaluation tools and their specific evaluation dimensions. A total of 107 articles were identified with 13 articles meeting the inclusion criteria. Stage 1 evaluated the methodological rigor of the app evaluation tools (M = 6.15, range 0.5 - 14). Stage 2 categorized the articles based on the type of evaluation tools (rubric = 5, rating scale = 6, checklist = 2). Stage 3 identified five evaluation dimensions (background, design features, usability, individualization, and overall impression). CONCLUSIONS: There is a lack of empirically tested evaluation tools for communication and educational apps, making it difficult to recommend a valid app evaluation tool. Thus, barriers are likely to persist in the effective identification of apps for students with extensive support needs.

There is a need for validated and reliable app evaluation tools as an essential mean to ensure there is a closer match between the student's needs and the app's features.Practitioners should carefully consider the evaluation approach as a holistic process that uses a valid and reliable tool, and that includes five evaluation dimensions.

Assessing Acquisition of and Preference for Mand Topographies During Functional Communication Training.

We assessed acquisition and preference for various mand topographies in the presence of establishing operations that, historically, evoked the aggression of a child with autism. First, we implemented functional communication training (FCT) and reinforced picture exchange, iPad®, or GoTalk® activations in a multi-element format (noting differences in aggression and/or mand independence across conditions). Then, we conducted a concurrent-operant mand preference assessment. Finally, we presented assessment results to the subject's mother and asked her to indicate her own preference. Parent and subject preferences were aligned and we completed therapy using the iPad®.