Functionality of Apps for People with Autism: Comparison between Educators from Florence and Granada.

Researchers surveyed over 1,200 teachers in Italy and Spain who work with autistic people about their use of smartphone apps. They found that Spanish teachers saw more benefits from autism apps and used them slightly more often than Italian teachers. The study shows that teacher training on technology tools is important for supporting autistic students effectively.

This cross-cultural study compared perspectives of 1,261 educators from Florence, Italy and Granada, Spain regarding smartphone apps for autism support. Of these professionals, 286 actively used apps in their practice. The research employed quantitative methods to examine educators' views on app benefits, applicability, usage frequency, and app types. Results revealed statistically significant differences based on geographic location, educator demographics, experience levels, and workplace settings.

Granada educators reported finding greater benefits and applicability in autism apps and demonstrated slightly higher usage rates compared to their Florence counterparts. The study highlights the importance of professional development in information and communication technology (ICT) methodologies for educators working with autistic individuals.

Results suggest need for standardized professional development in ICT methodologies for autism educators. Geographic and demographic factors should be considered when implementing technology-based interventions. Further research needed on actual app effectiveness rather than educator perceptions alone.

The study is purely descriptive and does not examine actual effectiveness of apps for autistic individuals. No information provided about specific apps evaluated or outcome measures for people with autism. Cross-sectional design limits understanding of long-term usage patterns.

Studies on the potential of smartphone apps for people with autism are currently increasing in number, given the large digital supply available and the benefits they offer. We analyzed the opinion of educators from Florence (Italy) and Granada (Spain) regarding the benefits and applicability of apps, frequency of their use, and the type of apps used for people with autism. The study involved 1261 professionals, of whom 286 worked with apps, using a non-experimental quantitative design, descriptive and frequency statistics, parametric inferential analyses (Student'sand one-factor ANOVA), and calculation of the effect size (Cohen'sand eta squared) and intrafactorial correlations. Statistically significant differences were observed in respect of city, sex, age, years of experience, place of work, and type of teacher.

The teachers from Granada found more benefits and applicability in apps, and revealed a slightly higher usage than those from Florence. It is an arduous but worthy task for professionals from schools and associations that work with people with autism to acquire the necessary knowledge to apply methodologies based on information and communication technology (ICT), as this will help achieve the integrated development of people with different capabilities.