Autism Apps

Do you have a favorite autism app you'd like to add to this list? Please email a brief description of the app, including the platform, cost, age group, price, any related research, and a link to FSDB@AutismSpeaks.org and we would be happy to share your recommendation with the Autism Speaks community!

Apps are listed in alphabetical order. You can sort apps by rating by clicking the "Rating" link above that column. You can rate apps by first clicking on the app name to visit the app detail page. Then, below the description of the app, click on the number of stars for your rating of the app.

Apps now have a research rating:

 Anecdotal = No specific or related scientific studies for this type of app.  

 Research = There are some related scientific studies, but no direct research support for this type of app or technology.

 Evidence = There is solid or specific scientific evidence that this type of app or technology is helpful.

Name Category Platform Age Supporting Research Ratingsort icon
I Get… My School Schedules Social Skills Stories
  • Social Skills
  • Behavioral Intervention
  • Educational
  • Functional Skills
  • Language
  • Organizer
  • iPad
  • iPhone
  • iTouch
  • Children (6-12)
  • Adolescents (13-17)
  • Anecdotal
0
Sparky the Shark: Interactive Storybook for Children
  • Recreation
  • iPad
  • Anecdotal
0
Smart Fish: Frequent Flyer - Teach Kids about Airplane Travel!
  • Social Skills
  • Functional Skills
  • iPad
  • iPhone
  • Anecdotal

Do adolescents with autistic spectrum disorders adhere to social conventions in virtual environments?

The potential for using virtual environments (VEs) in educational contexts for people with autistic spectrum disorders (ASDs) has been recognized. However, very little is known about how people with ASDs interpret and understand VEs. This study aimed to investigate this directly with a group of 12 adolescents with ASDs, each individually matched with comparison participants.

0
Mayan Quest Activity Book
  • Educational
  • iPad
  • Research

Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.

The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks.

0
First Words International
  • Language
  • iPad
  • iPhone
  • iTouch
  • Anecdotal
0
TOBY Playpad
  • Social Skills
  • Behavioral Intervention
  • Language
  • iPad
  • Research

Effectiveness of a multimedia programme and therapist-instructed training for children with autism

The present study aimed to evaluate the effectiveness of an interactive multimedia training programme and a conventional therapist-instructed training in improving the learning behaviours of children with autism. A multiple-subject, single case-study time-series research design was adopted in the study. Six children with autism, aged 2 years 4 months to 2 years 10 months, were recruited by convenience sampling. They attended a 12-session training programme on basic concepts (e.g.

0
Fruit Ninja
  • Recreation
  • Android
  • iPad
  • iPhone
  • iTouch
  • Anecdotal
0
Caught Being Good
  • Behavioral Intervention
  • iPad
  • iPhone
  • iTouch
  • All Ages
  • Anecdotal
0
Touch LCD-Designer Speaking Clock
  • Organizer
  • iPad
  • iPhone
  • iTouch
  • Anecdotal

Do PDAs enhance the organization and memory skills of students with cognitive disabilities?

The project studied the on-time behavior of 35 students with intellectual disabilities (ID) or traumatic brain injury (TBI) under three conditions ? times and tasks list, paper planner, and two different personal data assistants (PDAs). Students participated for two 4-week periods, receiving one morning reminder during Period 1 and no reminders during Period 2. Students were on time more often using a PDA compared to a list (p < .024) or a planner (p < .002). Students were on time 50% more often in Period 1 with a single daily morning reminder as compared to no reminder across all conditions.

0
Scoops
  • Recreation
  • iPad
  • iPhone
  • iTouch
  • Anecdotal
0
Alpha Writer
  • Communication
  • Language
  • iPad
  • iPhone
  • iTouch
  • Evidence

Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study.

The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks.

0
iToucan Talk (Autism)
  • Communication
  • Android
  • Anecdotal
0
HandySpeech
  • Social Skills
  • Communication
  • Functional Skills
  • Language
  • iPad
  • Anecdotal
0
Community Sidekick
  • Functional Skills
  • iPad
  • iPhone
  • iTouch
  • Anecdotal
0
Speech Cards Professional
  • Language
  • iPad
  • Research

Comparison of the Effects of SMART Board Technology and Flash Card Instruction on Sigh Word Recognition and Observational Learning

This study compared the effectiveness of SMART Board, interactive whiteboard technology and traditional flash cards in teaching reading in a small-group instructional arrangement. Three students with moderate intellectual disabilities were taught to read grocery store aisle marker words under each condition. Observational learning (students learning other group members' words) was also assessed across each condition. The effectiveness of the two procedures was evaluated using an adapted alternating-treatments design (AATD) across two conditions and replicated across students.

0