Transcript Increasing Independence and Accessiblity with the

Increasing Independence
and Accessibility with the
iPad
Amy Motsinger
Beacon Day School
La Palma, California
My Inspiration . . .
People First Language
 Always name the person first, and the disability second
(i.e. “The boy with autism” instead of “The autistic boy”)
 Goal: “To avoid perceived and subconscious
dehumanization when discussing people with
disabilities” (http://en.wikipedia.org/wiki/Peoplefirst_language)
People First
 Remember, all persons have unique personalities,
likes, interests, etc.
 It is important when using any intervention strategy
that you customize it for the individual.
Autism and
Communication
 DSM IV-TR includes
qualitative impairments in
communication as a defining
feature of autism.
 Therefore, language based
instruction can be
problematic for students
with ASD.
Visual Learners
 Children with ASD have strong visual processing skills
and usually have a heightened interest in visual
materials (Furth, 1981).
 Embedded Figures Task (EFT) has the subject find the
simple shape embedded in the complex form.
 Children with autism scored
significantly higher than the
controls on the EFT
(Shah and Frith, 1983).
Interest in Multimedia
 Many individuals with ASD are highly engaged and
motivated by computers, video and related media
(Shane & Albert, 2008).
 Students with autism scored higher rates of using nonsocial media than peers with mild learning disabilities
and speech-language impairments (Mazurek et al.,
2011).
Preferred Play
 In a survey of 89 parents of children with ASD, Shane
and Albert (2008) found that during leisure time,
children with autism tended to engage in interaction
with media, preferring that to other play activities.
 Same study found that the children with ASD had a
consistent preference for animation.
Computer-Aided
Instruction (CAI)
 CAI includes the use of computers to teach academic
skills and to promote communication and language
development (NPDC on ASD).
 The National Professional Development
Center for Autism Spectrum Disorders
(NPDC on ASD) describes CAI as
evidenced-based practice.
Attending
 Students with ASD attended to
computer generated directions
97% of the time, compared to
attending only 62% of the time to a
teacher directed lesson (Moore &
Calvert, 2000).
Acquisition of Skills
 Participants with ASD, ranging in age from 7-11, who
exhibited delays in all areas of academics, learned many
new words and concepts from a computer based program
(Bosseler & Massaro, 2003).
iPod
 There are limited studies on the iPad. Several research
studies on the iPad are currently being conducted.
However, there are many studies that suggest the
effectiveness of the iPod.
iPod Study
 Students with autism made
significant progress in the
areas of literacy, social
development and behavior
modification with use of the
iPod (Marks & Milne, 2008).
Behavior Modification
 A 17 year old boy was successful in activating a speech
output application on his iPod with use of behavioral
intervention techniques (Kagohara et al., 2010).
Benefits of the iPad
 What are the benefits to using the iPad over a computer
or other device?
 Less expensive than most devices.
 Portable.
 “Cool” factor.
 Can be used to teach communication,
motor skills, behavior and academics.
iPad
 16 GB, 32GB and 64 GB models
 Wi-Fi and Wi-Fi + 3G
 11 hours of video play
 Internal mic
 Many newer app’s cannot be used
 Does not have a camera
 Starting around $399
iPad 2
 16 GB, 32 GB, 64GB
models
 Wi-Fi and Wi-Fi + 3G
 Thinner, lighter, faster
 Front & back cameras
 Can be found starting
at $399
iPad 3
 16GB, 32 GB, 64 GB models
 Wi-Fi and Wi-Fi 4G (faster internet)
 Retina display (more vibrant colors and detail)
 5 MP iSight Camera
 Starting at $499
Navigation
 To move an app, tap and hold it.
 Once it “wiggles” you can move
it.
 To delete an app, tap the “X” and
delete.
 Click the home button to remove
the “X’s”.
Folders
 To create a folder,
drag one app onto
another.
 You can rename the
folder and add more
apps to it.
Images
 Use a search engine to find pictures on the web.
 Tap and hold to save or make a copy.
 Picture will be saved in Photos.
Accessibility Features
• VoiceOver screen reader
• White on Black Display
• Large Fonts
• Assistive Touch
Protective Cases
Defender Series, by Otter Box
Gumdrop Case
Big Grips Frame and Stand
Remember . . .
 There are thousands of apps available, these are just
some examples.
 All learners will have preferences for different apps.
Make sure you test to see which app is motivating!!!
Communication Apps
Recommendations
 Always start with an AAC
evaluation!
 The iPad may not be an
appropriate communication
device for everyone.
 You also need to know
which communication app is
the best fit for the child.
Teaching Communication
 Find what objects/activities the child is highly motivated
by.
 Introduce the highest preferred object/activity on the
iPad first.
 Practice manding throughout
the day by having the child
request for the preferred
object/activity repeatedly.
Manding
Communication Apps
 So much 2 say is directed towards individuals with
cognitive and language impairments. Simple to use.
 AnswersYes/NoHD teaches yes/no.
 Look2Learn uses pictures with voice output. Also
allows you to record your own
audio. Limited to 140 pictures.
Communication Apps
 Proloquo2Go allows you to add picture symbols or real
photos to voice output words or sentences.
 Speak it! Text to speech
application for children that
type.
 Assistive chat text to speech
application that has word
prediction, 3 voices and
adjustable volume and speed.
Proloquo2Go
Communication Apps
 Talking Tom group of apps reinforce expressive
language.
Other Speech Apps
• ArtikPix is an articulation app with flashcard and
matching activities.
• ABA Flashcards Actions includes 52 flashcards with
clearly pronounced real audio and musical
reinforcement.
• Speech with Milo has an animated mouse
perform over 100 actions.
Teaching Adjectives
Building Sentences with
Verbs
Teaching Motor Skills
 Add tubing or sponge rollers to a
stylus for a larger grip.
 Stylus socks can be purchased for
users that press hard.
 Be creative! Find out which apps
are reinforcing and make
modifications to teach motor skills!
Motor Skills Apps
 Touch trainer teaches training on how to touch and
point to the iPad.
 Hatch teaches pointing and cause and effect.
 Bubble Snap can be used to teach pointing and tracing
skills.
Motor Skills Apps
 Dexteria is a set of hand exercises that improve fine
motor skills.
 iWriteWords has users trace numbers and letters to
form words.
 Letter Reflex teaches the learner
how to overcome letter reversals.
Motor Skills Apps
 Dance Party Zoo is a dance game for practicing
balance, rhythm and coordination.
Writing with Doodle
Buddy
iWrite Words
Behavior Apps
 My Choice Board presents a visual display of choices.
 Irewards is similar to a sticker chart.
 Time Timer gives a visual display for how much time is
left in an activity.
Behavior Apps
 Choiceworks includes schedules (with timer), waiting,
and feelings boards.
 First/Then Schedule
 iPrompts allows you to create schedules
and provides a visual countdown for
activities.
Behavior Apps
 iEarnedThat turns a picture of a reward into a puzzle.
 iPraiseU gives 100 positive
statements for reinforcement.
Academic Apps – Early
Intervention
 Monkey Preschool Lunchbox teaches about colors,
letters, counting, shapes, sizes, matching, and
differences.
 Injini includes puzzles, tracing,
farm games and more.
 ColorSlapPs teaches color
identificiation.
Reading Apps
 Meegenius is a collection of over 300 children’s books
that includes word highlighting and read-along
technology.
 PopOut!The Tale of Peter Rabbit is an interactive,
read-along and word highlighting book.
 Bob Books includes phonics based
interactive games.
Math Apps
 Toddler Counting teaches
counting using 1:1
correspondence. Very
reinforcing!
 Monkey Math School
Sunshine teaches
sequencing, patterning,
counting, adding
and subtracting.
Math Apps
 Math Magic teaches addition, subtraction,
multiplication and division with lots of positive
reinforcement.
 Adding Apples teaches simple addition problems with
visual supports.
 Subtracting Sardines
teaches simple subtraction
problems with visual
supports.
Math Apps
 Cash Cow is a fun game about coins.
 Coin Math teaches money skills ranging from matching
coins to making change.
 MakeChange has the
learner use coins to
make different amounts.
Khan Academy
 http://www.khanacademy.org/
 Mission of Khan Academy is
to “provide a free world-class
education to anyone,
anywhere”
 Provides video lessons on all
subject areas.
 KhanApp enables you to
browse the Khan Academy
curriculum.
Question Builder
Coin Math
Small Group Instruction
with Academic Apps
Questions?
Resources for App Info
About.Com – Apps for Children with Special Needs
http://specialchildren.about.com/od/equipment/tp/featuredapps.htm
App Annie
http://www.appannie.com/top/ipad/united-states/education/
Best Kids Apps
http://www.bestkidsapps.com/
Geek SLP
www.geekslp.com/
iPad Academy
http://ipadacademy.com
Moms With Apps
http://momswithapps.com/
Speech Language Pathology Sharing
http://slpsharing.com/app-resources/
References
Bosseler, A., & Massaro, D. W. (2003). Development and evaluation of a computer-animated tutor for vocabulary and
language learning in children with autism. Journal of Autism and Developmental Disorders, 33(6), 653-672.
Kagohara, D. M., van der Meer, L., Achmadi, D., Green, V. A., O’Reilly, M.F., Mulloy, A., Lancioni, G., Lang, R. and
Sigafoos, J. (2010). Behavioral Intervention Promotes Successful Use on an iPod-Based Communication Device by
an Adolescent with Autism, Clinical Case Studies, 9(5), 328-338.
Marks, G. and Milne, J. iPOD Therefore I Can: Enhancing the Learning of Children with Intellectual Disabilities
Through Emerging, Readings in Education and Technology, Paper presented at ICICTE 2008: International
Conference on Information Communication Technologies in Education, Corfu, Greece : 10th-12th July 2008
Mazurek, Micah O. et al. (2011) Prevalence and Correlates of Screen-Based Media Use Among Youths with Autism
Spectrum Disorders, Journal of Autism and Developmental Disorders, 1-11.
Moore, M., & Calvert, S. (2000). Brief report: vocabulary acquisition for children with autism: teacher or computer
instruction. Journal of Autism and Developmental Disorders, 30, 359-362.
Shah, A. and Frith, U. (1993). Why do autistic individuals show superior performance on the block design
task? Journal of Child Psychology and Psychiatry, 34 (8), 1351-1364.
Shane, H.C., Albert, P.D. (2008). Electronic screen media for persons with autism spectrum disorders: results of a
survey. Journal of Autism and Developmental Disorders, 38 (8) 1499-1508.