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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 Rating
The iModeling Boundaries™ App
  • Social Skills
  • Functional Skills
  • iPad
  • Preschool (2-5)
  • Children (6-12)
Autism/Special Needs Daily Organizer
  • Organizer
  • iPad
  • All Ages
  • Anecdotal
iCreate Social Skills Stories
  • Social Skills
  • iPad
  • iPhone
  • iTouch
  • Anecdotal
i Get… Cooking
  • Social Skills
  • Educational
  • Functional Skills
  • Language
  • Organizer
  • iPad
  • iPhone
  • iTouch
  • Children (6-12)
  • Adolescents (13-17)
  • Adults (18+)
  • Anecdotal
The Zones of Regulation
  • Social Skills
  • Behavioral Intervention
  • Windows Phone
  • Android
  • iPad
  • iPhone
  • iTouch
  • All Ages
  • Research

A Context-Senitive Device to Help People with Autism Cope with Anxiety

We describe a smartphone application that helps people with Autism Spectrum Disorder (ASD) cope with anxiety attacks. Our prototype provides a one-touch interface for indicating a panic level. The device's response - to instruct, soothe, and/or contact carers - is sensitive to the user's context, consisting of time, location, ambient noise, and nearby friends. Formative evaluation unearths a critical challenge to building assistive technologies for ASD sufferers: can regimented interfaces foster flexible behaviour?

The-NO-App™
  • Accessibility
  • Functional Skills
  • iPad
  • iPhone
  • iTouch
  • Children (6-12)
  • Adolescents (13-17)
Attainment SWITCH App
  • Accessibility
  • iPad
  • iPhone
  • iTouch
  • Children (6-12)
  • Adolescents (13-17)
  • Adults (18+)
You're the Storyteller: The Surprise Home (single user)
  • Language
  • iPad
  • Anecdotal
Andrew Answers
  • Recreation
  • iPad
  • iPhone
  • iTouch
  • Research
Typing Fun
  • Communication
  • Language
  • iPad
  • Anecdotal

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.

First Words International
  • Language
  • iPad
  • iPhone
  • iTouch
  • Anecdotal
Stories About Me
  • Social Skills
  • Behavioral Intervention
  • Communication
  • Language
  • iPad
  • Anecdotal
Drillaby Articulation Game
  • Recreation
  • Communication
  • iPad
  • iPhone
  • iTouch
  • Anecdotal
Talk About It Objects Home (single user)
  • Language
  • iPad
  • Anecdotal
A Present for Milo
  • 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.