1. 21st Century Learner Conference

2.  Carol Cherne, SLP  Dakila Marcelino, SLP Intern  Patricia Schliesman, CCC/SLP

3.  Apps meet ASHA’s expectations as approved evidence based practice criteria  How apps are beneficial for improving communication skills  Learn about new apps  Peer sharing favorite apps

4. Justification: IDEA IDEA 2004 Special Education and Related Services Peer-reviewed research: “extent practicable” Use effective methods supported by research

5. Current Best Evidence Patient Values Clinical Expertise

6. IF you can explain where you are coming from i.e., perspective/theory/beliefs, THEN it assists you with justification and selection

7.  Critical Thinking  Oral and Written communication  Problem solving  Collaboration  Accessing information  Information and media literacy skills

8.  Learning & development are a social and collaborative activity  Learning should take place in meaningful cultural contexts  Student (child) must construct her own understanding in her own mind while teacher acts as a facilitator  Good apps are challenging but not overwhelming & allow the child to succeed while learning something new; hence operate in the zone of proximal development

9. Why Using Interactive iPads apps Makes Sense: Piaget (1896 –1980  Jean Piaget Swiss psychologist and researcher wrote about Stage Theory & Cognitive Processes  Stage Theory: description of a set of discreet stages through which children progress over time  Cognitive Processes: Piaget’s explanation of a set of processes that help child move from one stage to the next ASHA 2011 L. Luna DeCurtis & Dawn Ferrer, Morning2Moon

10. StageAgeDescriptioniPad/app skills SensorimotorBirth –2.5Learning takes place through the direct manipulation of objects using all senses Cause & effect; repetition & imitation; multisensory Preoperational2.5 -7Period of representational & prelogical thought Language acquisition; object permanence; representational play emerges

11. StageAgeDescriptioniPad Concrete- Operational 7-12Period of focused logical thought, more mature understanding of the world &objects in the environment; learns things can & do change Understanding time, space, & number; scientific exploration emerges; perspective taking Formal-Operational12-17Unlimited logical thought; abstract logical emerges Understanding complex concepts; can use abstract symbols to learn

12. Evaluation Synthesis Analysis Application Understanding Knowledge (facts)

13. Knowledge tasks (lowest level) Comprehens ion tasks Application Tasks Analysis Tasks Synthesis Tasks Evaluation Tasks (highest) Task: Name List Match Order Define Repeat Review Memorize recall Task: Describe Sort Classify Report Identify Review Translate Task: Demonstrate Illustrate Solve Employ Use Task: Categorize Appraise Calculate Compare Contrast Distinguish Examine Question Test Task: Compare Formulate Manage Organize Plan Prepare Propose Set up Task: Assess Defend Estimate Judge Predict Support Value Test

14. Why it makes sense  Reinforcement: the use of apps allows you immediate access to materials to expand and reinforce what the child is learning and is interested in at the time  Novelty: same concept can be presented in different ways to hold the child’s interest while reinforcing concepts  Imitation: Children see their parents/caregivers using phones, computers, & tablets and naturally want to imitate these actions  Multi-sensory: combines visual, tactile and auditory stimuli

15. Co-Viewing ? Joint APP Engagement (JAE) ? 1. Is there a common focal point? 2. Does the app have the potential for the participant(s) to engage in shared attention between the medium and other participants? 3. Can the content delivery system engage interaction among participants? 4. Is it a single user APP or can at least 2 people participate? 5. Students are active learners

16.  Addresses goals  Appropriate amount of stimulation  Allows for interaction  Ease of use  Simple to understand (for the therapist and child)  Stimulates additional learning  Teaches relevant concepts  Fun and entertaining

17.  Therapy and Intervention Materials  Social and Professional Communication  Productivity  Motivation  IEPs  Data Collection  Voice Recordings

18. Educational Motivational Productivity Category Either your own, or from iTunes Description Price for the full version. Is there a lite (free) version available? Price

19. In what ways, if any, are you able to customize the app? Customization All Ages Specific age range Specific disabilities Target Population Articulation, Fluency, Receptive/Expressive Language, Pragmatics, AAC, Voice, Disorders Treated?

20.  Can specific IEP Goals addressed  Can you tie it to the curriculum?  Is there a pragmatic component to address (i.e., turn taking, initiation, providing feedback to other students)?  Can the activity be extended to classroom or home?

21. 2 case studies with the ASD population

22.  Help with requests  Can develop into multi-step sequences

23.  3 boys with ASD  Proloquo2Go used to make general, then specific requests, and a “thank you”

24.  Over 42 sessions, all 3 made significant gains  Maintenance and generalization

25.  4 preschoolers with ASD  Ipad used to demonstrate a play script

26.  3 of the 4 boys made significant gains in occurrences of play dialogue  Generalization and maintenance

28. Decurtis, L., Ferrer, D., Embracing ipad technology with toddlers using traditional therapy techniques. AHSA 2011. Epps,K. Wingard, T., Ekedal, M., Blosser,J., The ipand:revolutionizing speech-language therapy. Murdock, L. C., Ganz, J., & Crittendon, J. (2013). Use of an iPad play story to increase play dialogue of preschoolers with autism spectrum disorders. Journal Of Autism And Developmental Disorders, 43(9), 2174-2189. doi:10.1007/s10803-013-1770-6 Munoz, M., Hoffman, L., Brino, D. Be smarter than you phone: a framework for using apps in clinical practice. Contemporary Issues in Communication Science and Disorders Volume 40 138– 150 Fall 2013 Sauermilch,W., Designing 21 st century therapy programs that integrate evidence based practices, apps,and multimedia sources., ASHA 2013. Schaber,T., Wakefield, L. App camp:ebp strategies for selecting and justifying therapy apps., ASHA Convention,2012. Waddington, H., Sigafoos, J., Lancioni, G. E., O’Reilly, M. F., van der Meer, L., Carnett, A., &... Marschik, P. B. (2014). Three children with autism spectrum disorder learn to perform a three- step communication sequence using an iPad-based speech-generating device. International Journal Of Developmental Neuroscience, 3959-67. doi:10.1016/j.ijdevneu.2014.05.001