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.

Namesort icon Category Platform Age Supporting Research Rating
TapSpeak Button
  • Communication
  • iPad
  • iPhone
  • iTouch
  • Anecdotal
0
TapSpeak Choice for iPad
  • Communication
  • iPad
  • Anecdotal
0
TapSpeak Sequence for iPad
  • Communication
  • iPad
  • Anecdotal
0
TapToTalk
  • Social Skills
  • Communication
  • Language
  • Windows 8
  • All Ages
  • Anecdotal
0
Tell Me About It!
  • Language
  • iPad
  • iPhone
  • iTouch
  • Evidence

Brief report: vocabulary acquisition for children with autism: teacher or computer instruction.

This study examined the impact of computers on the vocabulary acquisition of young children with autism. Children's attention, motivation, and learning of words was compared in a behavioral program and an educational software program. The educational software program was designed to parallel the behavioral program, but it added perceptually salient qualities such as interesting sounds and object movement. Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program.

0
Tellagami
  • Recreation
  • Social Skills
  • Communication
  • Creative Arts
  • Language
  • iPad
  • iPhone
  • iTouch
  • All Ages
  • 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.

3
TenseBuilder
  • Language
  • iPad
  • Anecdotal
0
TextMinder SMS text reminders
  • Organizer
  • iPad
  • iPhone
  • iTouch
  • Evidence

Personal Digital assistants as cognitive aids for high school students with autism: Results of a community-based trial

Objective: The purpose of this study was to examine the efficacy of personal digital assistants (PDAs) as task management tools in a sample of transition-age high school students with autism. Method: The group included twenty-two high school students selected from locales across the Commonwealth of Virginia, all of whom carry a diagnosis of autism and exhibit difficulties in performing everyday tasks due to cognitive-behavioral problems.

0
That's Silly
  • Language
  • iPad
  • Anecdotal
0
The Brainymajig ABC
  • Educational
  • Android
  • Preschool (2-5)
  • Children (6-12)
  • Anecdotal
0
The Fantastic Flying Books of Mr. Morris Lessmore
  • Recreation
  • iPad
  • 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.

5
The Fat Finger Email Program
  • Communication
  • iPad
  • iPhone
  • All Ages
  • Anecdotal
3
The Lost Gorilla - Mom, It's Me!
  • Creative Arts
  • iPad
  • iPhone
  • iTouch
  • Anecdotal

The Use and Understnading of Virtual Environments by Adolescents with Autistic Spectrum Disorders

The potential of virtual environments for teaching people with autism has been positively promoted in recent years. The present study aimed to systematically investigate this potential with 12 participants with autistic spectrum disorders (ASDs), each individually matched with comparison participants according to either verbal IQ or performance IQ, as well as gender and chronological age. Participants practised using a desktop ?training? virtual environment, before completing a number of tasks in a virtual caf

0
The Monster at the End of This Book
  • Recreation
  • 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.

5
The Photo Cookbook- Quick & Easy
  • Functional Skills
  • iPad
  • iPhone
  • iTouch
  • Anecdotal

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