Purpose: To investigate use patterns and learning outcomes associated with the use of TOBY Playpad, an early intervention iPad application. Methods: Participants were 33 families with a child with an ASD aged 16 years or less, and with a diagnosis of Autism or Pervasive Developmental Disorder – Not Otherwise Specified, and no secondary diagnoses. Families were provided with TOBY and asked to use it for four to six weeks, without further prompting or coaching. Dependent variables included participant use patterns and initial indicators of child progress. Results: Twenty-three participants engaged extensively with TOBY, being exposed to at least 100 complete learn units (CLUs) and completing between 17% and 100% of the curriculum. Conclusions: TOBY may make a useful contribution to early intervention programming for children with ASD delivering high rates of appropriate learning opportunities. Further research evaluating the efficacy of TOBY in relation to independent indicators of functioning is warranted.
[ bib | pdf ]