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# Spnd 456 EF, Autism and Evaluation

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• Typical methods – flashcard/paper based strategies do not provide learners with sufficient number of exemplars depicting or referencing actual community contexts.
• Typical methods – flashcard/paper based strategies do not provide learners with sufficient number of exemplars depicting or referencing actual community contexts.
• ### Spnd 456 EF, Autism and Evaluation

1. 1. Assistive Technology andHigh Incidence Disabilities Karen Janowski Simmons College 2nd weekend SPND 456
2. 2. MATH
3. 3. Where is the Breakdown? http://www.flickr.com/photos/doviende/403
4. 4. http://www.flickr.com/photos/maisonbisson/201844037/
5. 5. 5-8% of students areidentified as having Math disabilities
6. 6. The technology for remediating and accommodating for Math disabilities is not as well developed as for reading and writing.
7. 7. may see math disabilities in combination with reading disabilities or ADHD
8. 8. Difficulties may be dueto problems with: mechanics of writing computation skills understanding concepts math fact mastery left/right orientation confusing or transposing numbers
9. 9. Where is the breakdown?Where is the Breakdown? http://farm4.staticflickr.com/3405/3270428419_5e15d6653f_z.jpg
10. 10. Difficulties may be dueto problems with: Math Calculations – typically due to memory or cognitive difficulties
11. 11. Students with difficulties withmath calculations Identifying signs and their meanings Math fact recall Problems with commutative property (3 + 4 = 7, 4 +3 =7)
12. 12. Students with difficulties withmath calculations Borrowing and carrying Misaligning numbers when copying Ignoring decimal points Forgetting steps in calculation
13. 13. Students with learning disabilities may have challenges with math word problems
14. 14. Where is the breakdown?Where is the Breakdown? http://farm4.staticflickr.com/3405/3270428419_5e15d6653f_z.jpg
15. 15. Reading the problemUnderstanding the language and what the problem is askingFiguring out what is importantImplementing a planWorking through multiple steps
16. 16. Students with mathlearning disabilities: May have problems with understanding math language and math symbols Greater than/lesser than, equation, divisor, etc. (3 +4) x (6 + 8) = 1,678 > 659 True or False
17. 17. The technology for remediating and accommodating for Math disabilities is not as welldeveloped as for reading and writing.
18. 18. Low Tech Options Number stamps Number line on desk Circle or highlight number sign Mini whiteboard Graph paper, lined paper used sideways, may need to make graph or column paper
19. 19. Low Tech Optionscolor coding for maintaining columnshand-held calculators/large button calculatorstalking calculators• special-feature calculators
20. 20. Assistive Technologyfor Math Digitized textbooks Math Casts
21. 21. Math Casts• video-taped math lessons• Screen capture – Interactive White Boards• Screen Casts• iPad Screen Casts
24. 24. Tech Matrix
25. 25. Assistive Technology for MathFree Online ToolsUdltechtoolkit.wikispaces.com
26. 26. Metacognition: Thinking about Thinking
27. 27. Executive Function (EF)involves activating,orchestrating, monitoring,evaluating and adapting differentstrategies to accomplish differenttasks.
28. 28. It’s all about the Plan
29. 29. Develop a PLAN of action
30. 30. Maintain/Monitor the PLAN
31. 31. Evaluate the PLAN
32. 32. Plan
33. 33. Plan
34. 34. Strategize
35. 35. P lan B
36. 36. Reflect
37. 37. Students with learning struggles:– Don’t make connections– Don’t stop to evaluate their learning– Avoid revisions– Have difficulty strategizing
38. 38. What do we do tohelp us plan?
39. 39. TeachStrategies
41. 41. Paperless What Does that Look like?
42. 42. PromoteIndepend Flexible,ence Easy to Use
43. 43. ToolsAlternatives to the AssignmentNotebook – Let’s get Digital! Vocaroo Audacity VoiceThread Livescribe SmartPen HW online proactively
44. 44. ToolsAlternatives to the ChecklistOrganizerPBL Checklist for Teachers
45. 45. KEYS TO MEMORY
46. 46. Repetition Importance of Use of: Color Graphics Teach in context
47. 47. Association
48. 48. Assistive Technology for Remembering and for Organizationhttp://img2.allposters.com/images/PTGPOD/327820b-FB.jpg
49. 49. What do we do to help usremember?
50. 50. ToolsAlternativesbit.ly/ATIAEF2
51. 51. Where is the breakdown?Where is the Breakdown? http://farm4.staticflickr.com/3405/3270428419_5e15d6653f_z.jpg
52. 52. LOW TECH OPTIONS
53. 53. Highlightersindex cards, post-it notescolor-codinggraph paper
54. 54. beepers/buzzerstalking watchestimers
55. 55. headphones or earplugs to shut out distractionsiPod/smartphones - allow the user to verbally store and retrieve information, use camera features
56. 56. • Visual Schedules• Visual Cues• Verbal Cues (“This is really imp.”)• Cell phones - to do or Did I? list with alarm
57. 57. Calendar Tools
58. 58. APPS
59. 59. Notetaking
60. 60. What do we do to help uswith notetaking?
61. 61. • Carbonless paper• Peer’s notes• Copies from teacher• Structured Outline to be filled out by student
62. 62. • Two-column Templates in Word• Student Historian summarizes on class blog or wiki• Podcasting
63. 63. • SmartBoard files• Smart Pen• Apps
64. 64. What do we do to help us study?
65. 65. • Inspiration – Collapse/expand• Outline View in Microsoft• Flash card sites/apps
66. 66. Assistive Technology for MathFree Online Toolsudltechtoolkit.wikispaces.comnewtonassistivetech.wikispaces.com
67. 67. Technology andStudents on the Autism
68. 68. How are you currentlyusing Technologywith your students onthe spectrum? Three minute discussion
69. 69. Why use technology?
70. 70. Research Suggests: Students are engaged
71. 71. Research Suggests: Computers are predictable
72. 72. Research Suggests: See an increase in: Attention in-seat behavior increase in generalization
73. 73. Research Suggests: See an decrease in: Agitation Self-Stimulation Perseverative Responses
74. 74. 7%  77% %age of independent transitions (10 identified throughout the school day in general ed classroom
75. 75. Research Video modeling with video captions More similar the video or computer-based to the target setting, see increased likelihood transfer will occur
76. 76. Baron-Cohen described individuals w/ autismshow superior skills in systemizing – the drive toanalyze or build systems in order to understandand predict they system’s behavior andunderlying rules.Hyperattentive to detail,Affinity for systems – rules, predictability, routines
77. 77. Computers are predictable andsystems oriented visual technologies – tap into strengths
78. 78. Research Suggests: Systemize – attention to detail, to find meaning in detail STRENGTH!
79. 79. Research Technology holds great promiseImproved generalization and transfer of skills
80. 80. Research Generalization is more likely to occur when common stimuli are presented within numerous learning trials
81. 81. Research to increase generalization, use real objects, photographic or video representations rather than unrealistic drawings on worksheetsThoughts about symbols?
82. 82. Conclusion Need to explore computer-based and video-supported strategies that supplement actual instruction in realistic environments where the actual skills occur
83. 83. Conclusion Video models help learners acquire target skills and generalize those target skills to community settings.Vidoe Supports for Teaching Students with Developmental Disabilitiesand Autism: Twenty-five years of Research and Development. Ayres etal, Journal of Special Education Technology, 2008.
84. 84. Research On Virtual Environments andStudents with AutismWHY?Theorized that virtual environments/ technology providesopportunities for communication with others andcircumvent their social and communication impairmentsand sense of isolationEnables social skills to be practiced and rehearsed inrealistic settings in real timeOffers environments that are realistic, yet safe andcontrolled.Use of emoticons
85. 85. Virtual Environments – positive impact Exploratory study conducted to determine ifchildren with autism could understand emotions asrepresented by an avator. Thirty-four students(ages 8 – 16 years) interacted with softwaredesigned to evaluate their ability to identify andmake inferences from facial expression.90% of participants accurately recognizedemotions displayed by avatar representations.Collaborative Virtual Environment Technology for People with Autism Moore, et al.Focus on Autism and other Developmental Disabilities, Winter 2005)
86. 86. Social storieslow to high techWhat are we currently doing?
87. 87. Comic strip conversations Perspective Taking
88. 88. Video modeling
89. 89. AT for Children with Autism– Susan Stokes
90. 90. Google Sketch up for Educators (Project Spectrum)
91. 91. Tech for ASD
92. 92. Software DTTrainer Activity Trainer TeachTown – onlinetool Vizzle – online tool
93. 93. Explore
94. 94. So what?
95. 95. AT Assessment
96. 96. Three ComponentsInformation GatheringDecision MakingTrial Use
97. 97. AT Assessment Guide
98. 98. ATEval2Go
99. 99. EXAMPLES
100. 100. IMPLEMENTATION
101. 101. What have we learned?
102. 102. Final Project
103. 103. EvaluationFinal Thoughts?
104. 104. To Infinity and beyond……….
105. 105. Scales http://www.flickr.com/photos/captkodak/272746539/Keyboard -http://weblogs.baltimoresun.com/business/consuminginterests/blog/keyboard.jpgCrawling - http://www.flickr.com/photos/lf-photodesign/337715955/