Increasing Independence and Accessibility with the iPad Amy Motsinger Beacon Day School La Palma, California Increasing Independence and Accessibility with the iPad Amy Motsinger Beacon Day School La Palma, California

My Inspiration... 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” ( first_language) first_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 non- social 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).

 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

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 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   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 App Annie Best Kids Apps Geek SLP iPad Academy Moms With Apps Speech Language Pathology Sharing

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), 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), 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, Moore, M., & Calvert, S. (2000). Brief report: vocabulary acquisition for children with autism: teacher or computer instruction. Journal of Autism and Developmental Disorders, 30, 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), 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)