By Matt Harrington, BCBA · Behaviorist Book Club · Research-backed answers for behavior analysts
No, mobile applications should supplement rather than replace therapist-delivered instruction. Applications cannot provide physical prompts, respond dynamically to the full range of learner behaviors, or deliver the social reinforcement and interaction that are important components of language development. The therapist's role in assessing the learner's response patterns, adjusting teaching procedures in real time, and programming for generalization cannot be replicated by an application. Applications are most effective when they provide additional practice opportunities that increase the total number of learning trials beyond what therapist-delivered sessions alone can provide.
Evaluate applications against established principles of effective instruction. Look for clear discriminative stimulus presentation with controlled stimulus arrays, immediate differential feedback for correct and incorrect responses, a systematic difficulty progression with criterion-based advancement, error correction procedures, and meaningful data collection that reports trial-by-trial performance. Also assess whether the application allows customization of stimuli, difficulty levels, and reinforcement to match individual client needs. Finally, check whether the application has been evaluated in published peer-reviewed research with the population you serve.
Prerequisite skills for application-based learning include sustained visual attention to a screen for the duration of a trial, the fine motor ability to touch targets on a screen with sufficient accuracy, the ability to discriminate between visual stimuli presented in a two-dimensional format, and tolerance for the auditory stimuli presented by the application. Conduct a brief trial period where you observe the child interacting with the application while collecting data on attending behavior, response accuracy, and any behavioral challenges. If the child demonstrates the prerequisite skills and engages with the application, a more extended trial with systematic data collection is warranted.
Distinguish between passive screen consumption and structured, interactive learning when discussing screen time with families and other professionals. Application-based receptive language instruction involves active responding, immediate feedback, and systematic skill building, which is functionally different from watching videos or playing unstructured games. Present the specific evidence supporting the application's use and explain its role in the treatment plan. Respect family preferences about screen time while providing data-informed recommendations. If the family or medical team has strong concerns about screen time, explore alternative methods for increasing practice opportunities.
Collect data from multiple sources. Use the application's built-in data reporting to track trial-by-trial accuracy, learning rate for new targets, and performance trends over time. Supplement application data with therapist-collected probe data using the same targets in a non-application format to assess generalization. Conduct naturalistic probes to evaluate whether skills transfer to real-world contexts. Compare the child's overall learning rate with the application as a supplement to the learning rate observed with therapist-delivered instruction alone. Monitor for behavioral side effects such as difficulty transitioning from the device or increased stereotypic behavior during use.
Generalization programming is essential because skills learned in a tablet format may not automatically transfer to three-dimensional objects, different visual representations, or natural language contexts. Plan generalization probes from the outset, assessing whether the child can identify target items in photographs different from those used in the application, in three-dimensional form, in natural environments, and in response to different speakers. If generalization is not occurring, implement explicit generalization programming using multiple exemplars across formats and contexts. The application should be viewed as an efficient means of achieving initial acquisition, with generalization requiring additional systematic instruction.
Over-reliance on mobile applications can create several problems. Skills may become context-dependent, with the child performing well on the tablet but not in natural environments. The child may develop prompt dependency on features of the application's interface that are not present in natural contexts. Social learning opportunities are reduced when instruction is primarily technology-delivered. Families and funding sources may perceive applications as cost-effective substitutes for therapist-delivered services, leading to reductions in the human interaction that supports broader developmental goals. The behavior analyst should maintain technology as one component of a comprehensive intervention plan.
Parent training should follow behavioral skills training procedures. Provide written instructions that specify when to use the application, the recommended session duration, which settings to use, and how to respond to the child's behavior during and after sessions. Model correct application setup and use. Have the parent practice while you observe and provide feedback. Include guidance on what to do if the child becomes frustrated, how to create naturalistic practice opportunities after application sessions, and how to report any concerns. Schedule follow-up observations to assess implementation fidelity and provide additional coaching as needed.
The study by Novack, Hong, Dixon, and Granpeesheh (2019) evaluated the Camp Discovery mobile application for teaching receptive language to children with autism, providing a model for rigorous evaluation of technology-assisted instruction. The study demonstrates the importance of evaluating specific applications with controlled research designs rather than assuming that technology-based instruction is inherently effective. Clinically, the findings inform practitioners about the conditions under which tablet-based receptive language instruction can be effective and the importance of measuring outcomes systematically. The study's methodology also provides a template for evaluating other applications.
Behavior analysts should provide specific, evidence-informed recommendations rather than leaving application selection entirely to families. Families who select applications independently may choose based on marketing, cost, visual appeal, or recommendations from non-professional sources, none of which predict instructional effectiveness. When recommending an application, explain the evidence supporting your recommendation, how it aligns with the child's treatment goals, and how it should be used. If no application with adequate evidence is available for a specific skill area, communicate this honestly rather than recommending an unevaluated product. Code 2.01 requires that we recommend interventions supported by the best available evidence.
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.