1. + Assistive Technology Tools Marie Trujillo

2. + Any item, piece of equipment, or product system, whether acquired commercially, off-the-shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. This law also includes any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. Basically, AT is any kind of technology (low-tech or high-tech) that can be used to enhance the functional independence and quality of life for a person with a disability. If you think about it, we all use AT every day, whether we have a disability or not. Reading glasses, step stools and garage door openers are all examples of technology that makes our lives easier. School districts are required to provide appropriate AT when it supports your child’s access to a free and appropriate public education FAPE)

3. + Summary and description of AT tool Tap to Talk Give a non-verbal child the portable, customizable, affordable, socially acceptable communication device A communication software program that turns a handheld IPod, IPad, IPhone, nook color, computer, Android, Nintendo DSI or DS Lite into an augmentative and alternative communication (AAC) device. It allows the child to request using visuals from a variety of menus. http://www.youtube.com/watch?v=HH1SADGD0Yo&feature=player_embedded - at=51 Tap to Talk

4. + Special Features TapToTalk Designer can be customized for your child 1. Choose your pictures 2. Add text and sounds 3. Organize picture albums Choose from our library of over 2500 pictures. Add your own pictures or photos Add pictures from other

5. + 5 ways to integrate the AT tools across the school day Child could express how they feel in a particular time of the day. If they like or dislike an activity. Child could request activity or center they would prefer Child could use it during lunch to request food selection Child could use it to ask for permission to go to the bathroom Child could make a book selection or a preferred toy.

6. + Why the AT tool is effective for students with ASD specifically Some children with Autism Spectrum Disorder are non verbal and require the assistance of visuals and AT devices in order to communicate. Other students with ASD are verbal yet visuals facilitate their communication Communication breakdowns can be a “root” cause of problems in social interaction, educational performance, and behavior. Current thinking suggests that communication impairments transcend all aspects of the life of students with autism, Asperger’s Syndrome, and others with moderate to severe communication or behavior challenges. While it is common for educational programming to establish a focus on the development of communication skills for these students, that focus tends to be directed toward developing the student’s expressive communication skills. Understanding the communication of others, trying to figure out what is happening or not happening, handling changes and transitions, and interpreting cues and signals in the environment can all be areas of difficulty for this population An important goal when working with these students is to create an environment that will support communication and make communication breakdowns less likely to occur. This is accomplished in part by developing a system of visual tools and aids to increase communication effectiveness. Using visually supported communication is an extremely helpful approach for students with communication and behavior challenges. Expanding the use of visual strategies is a needed dimension in developing appropriate communication skills, social interaction skills, and positive behavior for many students.

7. + Where can you purchase this tool, the cost, level of expertise needed to utilize it, APA reference. You could purchase it online http://www.taptotalk.com/index.aspx Or in an apple store The application is free for all the devices yet a one year subscription cost only $99.95 if you want to customize and have more exclusive features.

8. + Other applications for IPad, IPhone, or IPods https://fiu.blackboard.com/webapps/portal/frameset.jsp?ta b_tab_group_id=_1_1 https://fiu.blackboard.com/webapps/portal/frameset.jsp?ta b_tab_group_id=_1_1 http://www.goodkarmaapplications.com/Good_Karma_Appl ications/FTVS_About.html http://www.goodkarmaapplications.com/Good_Karma_Appl ications/FTVS_About.html http://www.goodkarmaapplications.com/Good_Karma_Appl ications/CB_About.html http://www.goodkarmaapplications.com/Good_Karma_Appl ications/CB_About.html

9. + Summary and description of AT tool Consistent daily use of an individualized visual schedule will increase a child's organization skills and independent functioning throughout all aspects of his life and will ease transition through adulthood. Each child's individual needs should be considered in designing his personal visual schedule. It should be noted that visual schedules are as important for the child to use at school as at home. "Visual Schedule” Mini schedules/routines can also be incorporated as needed into the child's day. Visual Schedule

10. + The information given to the child through a visual mode is extremely critical in helping him to understand the day's events and their sequence "Object Schedule”-A visual schedule will give the child the following information: What is currently happening; What is coming up next (the sequence of events); When they are "all done" with something; Any changes that might occur. "first-then" strategy, that is, "first you do ___, then you do ___", rather than an "if-then" approach (i.e., "if you do ___, then you can do___"). The "first" activity can be modified as needed to accommodate the child's changing ability to process in-coming information. Once this is done, then he can move on to his next visually scheduled task/activity. It is important for the child to indicate that he is "all done" with a scheduled activity. For example he can cross out/check off the scheduled item, or place the scheduled activity object/photo/Picture Communication Symbol (PCS) in an "all done" envelope.

11. + It could be adapted easily and created out of simple materials that can be bought or even that you might have at home. Materials you need: Poster board Velcro Computer printed pictures (ex. board maker trial can be downloaded to create visuals for the schedule http://www.mayer-johnson.com/downloads/trials/ ) http://www.mayer-johnson.com/downloads/trials/ Laminate for durability Special Features

12. + 5 ways to integrate the AT tools across the school day

13. + Why the AT tool is effective for students with ASD specifically Increasing comprehension of tasks/activities/situations is essential in addressing skill areas such as organization, attending, self help, following directions, following rules and modifying behavior. As a result, the child becomes more independent. The following "low" tech visual support strategies can be created and used to assist the child in increasing his comprehension skills and thus decreasing the occurrence of challenging behaviors

14. + Where can you purchase this tool, the cost, level of expertise needed to utilize it, APA reference. There are numerous ways to present visual schedules. Example: object schedule, 3-ring binder schedule, clipboard schedule, manila file folder schedules, dry erase board