Autism apps.technologies


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Katharina Boser

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Autism apps.technologies

  1. 1. Katharina Boser, Ph.D. Autism Apps Technologies: Learning, Motivation and Engagement ISTE Lecture San Diego, California June 28, 2012
  2. 2. Autism Features
  3. 3. Features mapped to Tech From Dautenhahm et al, 2010
  4. 4. Best Practices: Behavioral Treatment Applied Behavioral Analysis (ABA) ◦ Discrete Trial Training (DTT, Lovaas, Smith) Pivotal Response Training (PRT, Koegel, Schreibman ) Treatment and Education of Autistic and related Communication handicapped Children (TEACCH, Mesibov, Schopler) Developmental Denver Model (Dawson, Rogers) Developmental Individual Relationship-based. (DIR, Greenspan) Picture Exchange Communication System (PECS, Bondy & Frost) (see Myers et al. AAP paper for research citations and Autism
  5. 5. What do all good treatment practices have in common?● Early and intensive intervention, with active engagement (at least 25hrs/week in planned, appropriate activities w/ identified educationalobjectives);● Low student-to-teacher ratio (1-on-1 time and small-group)● Family component (including parent training as indicated)● Interaction with typically developing peers● Ongoing measurement and documentation (adjust when indicated)● Incorporation of a high degree of structure (e.g. ,predictable routine,visual activity schedules, and minimized distractions )● Strategies to apply learned skills to new environments andsituations (generalization) and to maintain functional use of these skills● Assessment-based curricula that address: 1) functional, spontaneous communication 2) social skills, including joint attention, imitation, reciprocal interaction, initiation, and self-management; 3) functional adaptive skills that prepare responsibility and independence; 4) reduce of disruptive or maladaptive behavior (use functional assessment) 5) cognitive skills, such as symbolic play and perspective taking; 6) traditional readiness skills and academic skills
  6. 6. Why Technology? Assessment and Data sharing ◦ More objective assessment; reduced “observer effects” ◦ Allows observation in more natural settings ◦ Increases amount and therefore validity of data ◦ Cloud technology/internet allows all team members to view data Multimedia Components; ◦ Visuals reduce anxiety, allow choice, schedule, timers ◦ Audio, video increase understanding through symbols/pictures Bridge to interaction, attention and social engagement ◦ Students more comfortable with structure of computing/tech (Moore & Calvert, 2002, Bernard-Opitz, et al 2001) ◦ Development of generalization and opportunity to ‘practice’ interactions with normal peers ‘virtually’. Motivation: Very engaging--fun factor ◦ 21st century skill development
  7. 7. The “What/Who” of Technology For the Student: ◦ Language/Communication ◦ Cognition and Memory; Skill Acquisition ◦ Emotion Recognition and Regulation ◦ Social Skills, e.g., joint attention, turn taking For the Clinician, Parent or Teacher: ◦ Data collection, analysis ◦ Explicit Teaching methods ◦ Ease and cost of presentation of stimuli and re-creation of environments Optimize: What does the autistic brain do well? Vs. What does the computer do well?
  8. 8. Overview of Presentation Areas
  9. 9. Learning Networks Input Output UDL Engagement All work simultaneously. National Technology Integration Plan 2010
  10. 10. Connecting Brain Research and Universal Design for Learning (UDL) The WHAT of The HOW of The WHY of Learning Learning Learning Expression/Recognition Network Strategic Network Affective NetworkStudent: Making Student: Planning, Student: ConnectingConnections, Long Term Regulating and Executing Emotionally,Memory, Ideas Action for Output Providing PurposeTeacher: Uses Multiple Teacher: Allows Multiple Teacher: Uses Multipleand Flexible Means of and Flexible Means of and Flexible Means ofPresenting what is Demonstrating what Engaging the learnerto be Learned e.g., language was Learned, e.g., physical, in what is to be Learned, egOr concepts Building, creating Self-regulation, reward interest. INPUT OUTPUT ENGAGEMENT
  11. 11. Universal DesignTraditional For LearningHuman Supports Teaching UDL Environmental(accommodation & Modifications Modificationsremediation) (accommodation) (accommodation) Reduce BarriersDependence Independence Independence Overcome Barriers Therapies (remediation) Assistive Technology (accommodation) Assistive Technology is uniquely designed for the individual; IEP and special services will still be needed under UDL curriculum Design by S. Wayland & K. Boser
  12. 12. The archeology of human learning. Learning requires: Movement Challenge and frustration--exploration Emotional arousal Resource state access (to remember and have confidence for the journey) Repetition Adequate sleep A sense of being in control Multisensory stimulation Lots of picturesDr. John Medina “Brain Rules”
  13. 13. Accommodations must be Individualized and Personalized Each person has unique set of weaknesses Each person has unique set of strengths Everyone has personal motivators.. Obligation to create technology that people will must be Personal! ◦ E.g., Alphasmart, Dynavox vs. ◦ Ipad or tablet with visual/audio
  14. 14. Cloud Based Technology Connecting the Educator, Student and Parent!• Global access by all involved• Teacher, Coach or Parent can share, view, and collaborate on document—personalizing learning for student• Access to different levels of engagement with data/activities (teacher, parent, student, etc.)• Check secure Data protection on server (e.g., Google is FERPA compliant)• Student has time to compose and think• Learning at unconventional times
  15. 15. The CloudBest Apps and services for storing information ‘free’ :Dropbox, Evernote, Google Drive
  16. 16. WHY THE IPAD (ORIPOD)?Mobile apps for apple are much more prevalent.Some are available cross platform (Android) Mostly readbooks and a few autism apps
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  18. 18. calculate listen research share create observe watch convince learn synthesizeenhance write infer communicatevisualize debate explore read analyze experience predict manipulate express organize assist formulate Megan Davis @
  19. 19. Tools & Resources
  20. 20. What makes the iPad a good learning tool? Multimedia components: Highly Visual, links with auditory Tactile stimulation, ease of use and touch Movement and ‘construction’ Engaging and Fun; motivation/reward
  21. 21. Know your iPad Ipad Users Guide (free ibook on App start (ipad 101) or Autism Apps Understand itunes and itunesU Know your app developers: ◦ Be sure they are connected with the community and not just creating a ‘one-off ’ app ◦ Connect with (, momswithapps, snapps, etc) where developers give ‘freebies’ and listen to feedback, changes are made Often better apps result from originally App start designed tool for desktop ◦ components are converted for mobile use ◦ E.g,Vizzle, nuance, starfall, Autism apps
  22. 22. Know your Developers/Bloggers
  23. 23. Evaluating your appSee otherexamplesLinked on
  25. 25. Discrete Trial Training Therapy Team of therapists teach basic life skills  e.g. , Word pronunciation One-on-one setting with one therapist and child Many repeated trials with a specific protocol: ◦ Each trial starts with an exact, spoken command  e.g. , “Say school bus” ◦ Each trial ends with a written grade  e.g. , Grade “I” means child said “school bus” independently Very data-intensive ◦ Current system is paper-based and time consuming
  26. 26. Discrete Trial typically involves takingData on Paper
  27. 27. Symtrend:ABC and FBA
  28. 28. Symtrend FBA Graphs
  29. 29. Symtrend: for CBT interventionIn collaboration with MGH Youth Care program, Lucci, McLeod et al IMFAR 2010
  30. 30. Graphing Emotion RegulationAfter training, students and teacher converge more on ability torecord expression and interaction; More in synch with coachingand viewing graphs together
  31. 31. Visual Language Research studies by Howard Shane & Kevin Kearns (Boston Children’s Hospital) and Monarch school demonstrate efficacy-unpublished Access to web based moderated curricula Includes video, audio, text insertion See also Teaching Language Concepts at BCH
  32. 32. Drag and DropVisualTemplates:• Matching• Build-A-Book• Game• Sorting• Phonics +• Pix2Go• Scheduler• Token-Board• Timer• First Then
  33. 33. Scalable Student Manager
  34. 34. Keeping Data Real !!!
  35. 35. • Dealing with short attention span o Tasks are broken down into smaller pieces o Rewards for performance• Instruction is clear and consistent, simple and concrete• Information is represented visually
  36. 36. Vizzle Choice Board
  37. 37. Choice Boards, Schedulers First, Theniprompt Record speech, Insert images, Or use databank
  38. 38. Apps to Manage and Track BehaviorBehavior Trackers • Symtrend, Behavior Tracker Pro, eCove, ABC data• ABA Apps • Built in feedback, intense structure learning and rewards to increase positive behaviors from one situation to another
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  40. 40. Areas for Instruction Matched with Apps Behavior Management Organization/ Writing Apps Sensory and Motor Development Language and Communication Functional and Social Skills Books and Literacy Word LearningMath and NumberConcepts
  41. 41. SOCIAL STORIES, ADAPTED BOOKS AND LITERACY TOOLSStory book creators, Play and imitation to facilitate wordlearning, social language tools,Speech to text
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  43. 43. Customize a Story aid with sequencing VizZle Build-a-Book with option for multi-lingual natural audio and interactivity, use hotspots to create differentiated activities
  44. 44. Create Social Sequence stories e.g., prepare for or describe a trip Book Creation Apps Construct your own iBook with familiar voice, video & imagesRecordspeech, insertimages, video,Allowschaptersheaders,organization.Looks like areal bookacross many Pictello, Speech Journal, ibookibook readers creator, Stories2learn, CBB,and platforms Storypatch, Storyjumper many more
  45. 45. Storypatch app
  46. 46. Reading Software Read to Go Vibookz PDF more by downloading Dan Herlihy andPati de Baun’s ISTE 2012 handouts (SpokeTues at 10:30)
  47. 47. Abilipad(create your own keyboard with text to speech)
  48. 48. Text to Speech SoftwareAnd speech to text--…
  49. 49. Grammar,Visual Maps, and Social Language appsLANGUAGE ANDCOMMUNICATION/SOCIAL TOOLS
  50. 50. Speech Apps: Augmentative andTherapeutic
  51. 51. Communication through Storytelling: Learning Story Structure skills• Listen and watch others tell their story.• Encourage students to tell their own.• Reinforce digital story telling skills “”• Pow!, Toontastic, StoryKit, StoryRobe, SonicPics, Idea Sketch• Find these under “books/literacy” category on the wikisite Toontastic
  52. 52. Simulations of Real Activities Encourage language Skills by reinforcing steps with verbal production• Cookie or Cake Doodle• Magnetic Alphabet, Scene Speak o allows play on the iPod/iPad o word learning occurs in context o hear known voicesScene Speak: Good Karma apps
  53. 53. Play/ Imitation Simulation apps• See “Books/literacy” section on wiki• Encourages ‘storytelling’ ability’• E.g., myplayhome and playtheatre• Interact with virtual characters• Simulate multi-step activities
  54. 54. Emerging Technologies: “Forced Collaboration” “Battochi, A. et al. 2010 “Collaborative Puzzle ”
  55. 55. Facilitating Socialization, Interaction with Peers • VizZle game board o Plays on Interactive Whiteboard, computer or Android or iPad tablet • Math and Word Bingo o Rewards built in o Leveled activities • Eye Gaze and Social cue apps • Talking Tom Cat and characters o Imitation and play o Try Mobile Education apps o Combines language comprehension with reading and grammar learning (e.g. text, audio, color cueing, token rewards, etc.) o Use a force collaboration model where sentence isn’t completed unless both students manipulate at least one part of the sentence (or do it sentence by sentence) o Turn taking can be adapted to many of these.
  56. 56. Vizzle Player
  57. 57. Mobile Education: Preposition Builder
  58. 58. Mobile Education Rainbow Sentences and Speech Builder
  59. 59. Tools to Aid Thinking and Writing (“cause my head’s going to explode with ideas”) In Writing view, pictures are Converted into hierarchical outline
  60. 60. Social Games: Secret Agent See Social Express App Secret Agent Society  Randomized controlled trial showed greater improvements in social and emotional skills for Tx of control group (N=23 per group) after two month intervention.  Social skills improved across contexts  76% improving from having clinically significant delays in social functioning to within the range of TD.  Maintained gains five months after the program Beaumont & Sofronoff, 2008
  61. 61. Addressing Sensory Issues• See wiki site for more in this domain• Dexteria (see Binary Labs)• Koi Pond (pocket pond)• Fluidity, Spawn, Pyromania• Relax Melodies, Nature Sound Consider Block puzzles, virtual legos Minecraft and other visual puzzle games
  62. 62. UDL & TechnologyHotspots can :• Pop up a movie providing more information• Playback a voice recording, directions, explanations and more• Provide a way to communicate and so much more! Scene & Heard Vizzle books
  63. 63. Accessibility Features Zoom Magnification White on Black DisplayMono Audio Large FontsClosed-Captioned Support VoiceOver Screen Reader Audio & Visual Support for InstructionExternal Add-Ons(Stands, Switches, Bluetooth Keyboards, Earpieces, Styluses,Projectors) SpEd Apps (Proloquo2Go, Sign4Me, Dragon Dictation & so many more...)
  64. 64. What you (really) need to know. Lawrence Summers (NYTimes, Jan 20, 2012)1. Education will be more about how to process and use information and less about imparting it.2. An inevitable consequence of the knowledge explosion is that tasks will be carried out with far more collaboration.3. New technologies will profoundly alter the way knowledge is conveyed.
  65. 65. It’s not too soon..“A good rule of thumb for many things in life holds that things take longer to happen than you think they will, and then happen faster than you thought they could. “
  66. 66. Universal Design for Learning ‘wordle’
  67. 67. “There’s an app for that!” ™
  68. 68. ZacBrowser
  69. 69. Facial and Emotion Recognition Several studies now show improvement in face and/or emotion recognition using computer or DVD based training Difficulty in generalization to real settings. Often only limited generalization found ◦ (LaCava et al 2007, 2010, Boelte et al 2002, Golan, Baron Cohen, 2006,2010)
  70. 70. For video of Face Say go to: Say _ri7QBzo Amazing Gazing Band Aid Clinic Follow the Leader Hopkins, Gower et al JADD 201
  71. 71. Thanks! Contact me via my Wikisite Http:// Keep learning and exploring! Be sure to communicate with bloggers, and app developers Make your needs known! Katharina Boser : @kiboser (on twitter)