This summer, during my ESY experience, however, I've encountered a problem---a couple of children new to me must have had virtually unlimited unsupervised access to iPads, developing what I term 'IPad Rage'. These children see me (a new person to them) with my iPad triggering this sequence of events----
1. I am sitting with a child, starting to open my preferred app to use in therapy
2. Child says (screams) "IPAD!!!"
3. Child lunges toward it.
4. Child attempts to yank it out of my hands. (I move it out of reach.)
5. Child flails, hits, or continues to yank.
6. I put the iPad up high on the nearest shelf.
7. Child attempts to climb cabinets to get it.
8. I attempt to stop child from climbing
9. Child attempts to bite me.
10. I take iPad out of the room and hide it. End of struggle--but unfortunately at least for the next few weeks, no iPad will be used during speech with this particular child.
My colleagues and I have conducted a few presentations with teachers and parents about appropriate iPad use in both schools and in the homes. Our main point has been if an iPad is to be used as an educational tool, it is one part of a triangle; the other parts being the child and the adult. An iPad is a tool to help facilitate skills----The iPad doesn't teach; the adults teach using the iPad. Otherwise, a child, when left to his own devices, will learn that the iPad is another way to disengage with the outside world.
If any of you readers out there have thoughts about this, feel free to comment. I continue to love iPads and find them to be wonderful tools in therapy.