1. Technology or Not? Lise Bleau & Lisa Monteith Occupational Therapists Paediatric Services Stan Cassidy Centre for Rehabilitation

2. Technology or Not? Objectives: Be able to apply the SETT Model Understand the differences in Electronic Devices Determine when and how keyboarding should be introduced

3. SETT Model Which one do you recommend?

4. SETT Model It depends for whom!

5. SETT Model Which one do you recommend?

6. SETT Model It depends where it will be used!

7. SETT Model Which one do you recommend?

8. SETT Model It depends what for!

9. SETT Model S It depends for whom: the S tudent E It depends where or with whom: the E nvironment T It depends for what: the T ask T What are the solutions: the T ools

10. SETT Model S tudent Abilities, strengths, skills Difficulties, special needs Preferences Example: Very interested in people, loves music and songs, tends to throw objects on the floor when bored, does not speak, has better control of arms and hands when well positioned in wheelchair or stander.

11. SETT Model E nvironment Current technology and equipment used or available? Comfort level or interest in using technology from school or home? Funding options? Is the child going to need solutions indoors, outdoors, where? Examples: School is using Microsoft (Windows) only. Parents have no Internet or computer at home. Teacher has very high level of comfort with technology. Child goes to the swimming pool every week.

12. SETT Model T ask What activities take place in the environment? What are the activities for which the student needs support to accomplish? What is it we wish this child could do? Examples: Turn on the light without the help of an adult. Wash his hands without assistance. Greet peers.

13. SETT Model T ools = solutions Could the environment be modified to increase the child’s performance? Example: lowering the light switches Could technology be beneficial? Example: turning lights on/off via iPad What are all the possible solutions and which one will be more practical and more beneficial to the child? Example for washing hands: visual sequence on a paper strip over the sink VS one picture at a time for each step on the iPad VS verbal prompts on a Step-by-Step talking switch

14. SETT Model : : : Does : Learns : Moves around : Etc. StudentEnvironment TasksTools Child is:HomePlay activitiesNo tech: body signals …SchoolLearningLow Tech: paper DaycareParticipation & Engagement Mid tech: battery- operated Indoors, outdoors Communication & Socialization High Tech: electronic devices FundingMotor skills Tech supportSensory needs Human supportSelf- assertiveness

15. Electronic devices: jargon CPU Central Processing Unit = processor =brain Processor speed. Speed at which the computations are done. Videos, games and voice recognition require a faster processor. Measured in gigahertz (GHz). RAM Random Access Memory: memory needed to run and access programs. Temporary storage. Measured in megahertz (MHz). If your computer says there is not enough memory to run a certain program, you will need to upgrade your memory by buying more RAM. Or close files and apps that are running and using RAM. Hard drive space Data storage. Where programs/files are installed. Measured in gigabytes (GB) If your computer informs you that you don't have enough disk space to install a program, you will need delete files from your hard disk that you don't need or buy an additional hard drive. OS Operating System: system software: Windows, Mac OS X (also iOS), Linux, Android, Blackberry. PC personal computer

16. Touch Screens Resistive: more resistant. Requires more pressure. Can use any type of stylus. Capacitive: more contrast, supports multitouch, more fragile (glass), needs skin or conductive metal to respond.

17. Desktop computer Several components (system unit=box, keyboard, mouse, monitor) Easier to set up ergonomically Easier to add RAM or hard drives Plugged in the wall (not mobile) May have a touch screen Easier to use alternative input if the user cannot use the regular keyboard or the regular mouse

18. Laptop Computer (Notebook) Lightweight and mobile Battery CPU, screen and keyboard in a single case. Often no CD/DVD drive (must install software online or with external drive) May have a touch screen Harder to add RAM Ergonomic compromise between keyboard height and screen height

19. Chromebook Laptop running Chrome OS Designed to be used primarily while connected to the Internet, with most applications and data residing in "the cloud’’ Cheaper than other laptops, fast performance, light weight

20. Tablet computer Mobile computer, like a laptop but with a built-in OSK (on-screen keyboard) or a detached keyboard Some Tablet PCs are “convertibles” with a screen that swivels and unfolds to reveal a keyboard underneath Large variety of processor speed and storage space Various sizes Examples: Apple iPad, Google Pixel, Microsoft Surface, Samsung Galaxy

21. Other devices Smartphones: Mobile phones that have some of the same capabilities as a computer Netbooks: smaller, slower notebooks, able to perform a limited number of tasks E-readers: tablets used primarily for reading Handheld computers : mini computers the size of a Smartphone. Sometimes called PDA (Personal Digital Assistant)

22. Tablets DeviceOperating System or platform App StoreFeatures iPad, iPod, iPhoneiOSApp StoreNo external mouse, no USB port (need connector), various built-in accessibility features Samsung Galaxy, Lenovo, Acer… AndroidGoogle PlaySome accept external mouse input and have USB port Microsoft Surface, Lenovo, Acer… Windows 8, Win 10 Windows Store In doubt: Go to Settings and About. Check version.

23. Searching for Apps In your search engine (Google, Internet Explorer, Chrome) specify the type of app + category. Example: memory game iOS app Search for a particular difficulty: apps for CVI OTs with apps, Moms with apps and other reviews: beware of sponsors and incomplete lists AT Help Desk Neil Squire: ta-atsupport@neilquire.cata-atsupport@neilquire.ca Phone: 1-855-450-3287 Text: 506.450.3287

24. When and How should keyboarding be introduced?

25. What we know? Writing is a complex process that involves memory, organization, physical coordination, problem solving, language, the ability to read, ideation and graphomotor function (Levine, 1994) 31%-60% of a child’s day at school involves the execution of fine motor abilities. 85% of those abilities are geared towards written expression (McHale and Cermak, 1992) Writing demands increase through grade levels both in terms of the amount of work and the quality of work.

26. Written Outcome Expectations (Atlantic Canada English Language Arts Curriculum K-3) Kindergarten- Grade 1Grade 3 Print carries a message Create written and media texts using lists, letters, personal narratives, retelling, finger plays and drawing Use drawings, letters and approximations to record meaning Begin to space words Develop directionality Understand letters can be uppercase or lowercase Choose to write when given a choice of activities Take risks with spelling and write complete sentences in grade 1. By the end of grade 3 students will be able to formulate questions in print. Generalize and organize language and ideas in print Record experiences Discover and express personal attitudes and opinions. Select, organize and combine relevant information from at least two sources without copying verbatim to construct and communicate meaning. Experiment with prewriting, drafting, editing, proofreading and presenting.

27. Assessment of Deficits Impacting Writing Beery-Buktenia Developmental Test of Visual-Motor Integration McMaster Handwriting Assessment Protocol ETCH (Evaluation Tool of Children’s Handwriting) Manual Dexterity component of the Movement ABC Fine Motor Subtest from Bruinicks-Oseretsky Test Benbow Fingermania (Informal) Observation in the classroom (posture, environmental set up) TVPS (Test of Visual Perceptual Skills) While we don’t test vision we informally screen for potential visual deficits

28. It is important to note that children who have difficulty with handwriting will often experience difficulty with typing/keyboarding.

29. How do we assess Keyboarding ? Mary Benbow provides observation guidelines for the student that is minimally involved.

30. Assessing Keyboarding McMaster Handwriting Protocol

31. New Brunswick Assistive Technology Assessment Guide Is used by Stan Cassidy

32. What is the child currently able to write?

33. Can they use a mouse and access a keyboard?

34. What is their general computer knowledge?

35. Advantages of Keyboarding? Cognitive and motor demands are different and less complex Increased legibility- easy to read You can eventually incorporate software to compensate for reading and writing deficits. - Word prediction -Auditory feedback -Spell checker -Electronic dictionary -Modifications to text -Voice recognition -organization tools

36. What age should we teach typing?

37. So when do we recommend keyboarding? Are the mechanics of writing detrimental to the process of composition? Children who have a disability or impairment that is interfering with their capabilities to express themselves through print even after intervention.

38. Things to consider -How old are they and what is appropriate developmentally. -Keyboard configuration and size of keyboard (smaller kids with smaller hands need smaller keyboards, vision, Qwerty is universal and easier to generalize) --Physical demands and posture -Will the child be able to get to a point where they can type as fast as they print

39. Things to consider -If keyboarding is going to be used as a compensation strategy then we need to consider transfer of data between home and school -Cognitive demands of managing files -Academic subjects and tasks where it will be most useful. -Software -Portability if it going to be transported between classes -Flexibility and adaptability of the system

40. Outcomes for Technology K-3 (Atlantic Canada English Language Arts Curriculum K-3) Kindergarten- Grade 1Grade 3 With assistance begin to use technology in writing Use a drawing program/simple word processing program (computer software) to create illustrations for a group story or to draw a picture and write a caption. By the end of grade 3 students will be expected to experiment with technology in writing and other ways of representing. Use basic reference materials and a database or electronic search Identify some different types of print and media texts.

41. Activities/Skills for Kindergarten At the Kindergarten level emphasis should be on pre- keyboarding skills; introduction of the mouse (external and keyboard), location of the space bar, location of backspace, location of delete key, and practice finding letters and numbers on the keyboard. 1.https://www.letsgolearn.com/bubble.htmlhttps://www.letsgolearn.com/bubble.html 2.http://www.internet4classrooms.com/early_childhood/mou se_skills_pre-k.htmhttp://www.internet4classrooms.com/early_childhood/mou se_skills_pre-k.htm 3.http://www.abcya.com/kindergarten_computers.htmhttp://www.abcya.com/kindergarten_computers.htm

42. Activities/Skills for Grade 1-2 In grades 1-2 pre-keyboarding skills need to be reinforced and the idea that there are two sides to a keyboard and the idea of a home row, top row and bottom can be introduced (emphasis on home row). Children should also learn how to start, save, retrieve, print and close. 1.http://typing.weebly.com/typing-games.html

43. Activities Skills for Grade 3-6 Continued work on keyboarding with emphasis placed on touch typing. Knowing about text alignment, font size, punctuation and style of font can be taught. Introduction to PowerPoint and other multimedia.

44. Posture

45. Teaching Typing Skills The goal/purpose of the group was to improve quality and quantity of what children could type. The group was composed of 6 sessions and targeted children from grade 3 to grade 6 with a variety of abilities. There were 5-6 children per group with two instructors.

46. Group Sessions Sessions were as follows; 1.Assessment session- McMaster, online evaluation, filling in a blank keyboard and COOP. http://bigbrownbear.co.uk/learntotype/ http://bigbrownbear.co.uk/learntotype/ 2.The second session targeted posture and learning the home row using touch typing, and introducing function keys. 3.The third session targeted the top row. 4.The fourth session targeted the bottom row. 5.The fifth session was aimed at typing without looking 6.Session was a review and re-assessment.

47. General Session Outline 9:00-9:30 Introduction and review 9:30-9:45 Fine Motor Skills stations (Manual dexterity and finger individualization) 9:45-10:05 Typing Lesson (new concept for the day) 10:05-10:15 SNACK 10:15-10:40 Typing Stations 1-internet access games or mouse skills 2-activity (silly story) 3-activity (quick brown fox……) 4-Keyboard related activity but without a computer 10:40-11:00 Wrap up/Homework