Spnd 456 EF, Autism and Evaluation

457 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
457
On SlideShare
0
From Embeds
0
Number of Embeds
71
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • 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
    22. 22. Dicussion about Screencasts
    23. 23. Assistive Technology for MathIntelliTools Classroom Suite 4MathPad, MathPad Plus,Stages MathKidspirationConceptua Math (online)Efofex (download)WebsitesPanther Math Paper app
    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
    40. 40. Reducecognitiveoverload
    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/

    ×