• Save
Using Assistive Technology to Promote Children's Participation
Upcoming SlideShare
Loading in...5
×
 

Using Assistive Technology to Promote Children's Participation

on

  • 1,201 views

 

Statistics

Views

Total Views
1,201
Views on SlideShare
688
Embed Views
513

Actions

Likes
2
Downloads
0
Comments
0

4 Embeds 513

http://www.eipd.vcu.edu 479
http://myassistivetech.wikispaces.com 24
http://eipd.vcu.edu 8
http://www.veipd.org 2

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Using Assistive Technology to Promote Children's Participation Using Assistive Technology to Promote Children's Participation Presentation Transcript

  • To Get Started 1. Please Dial: 1-866-842-5779 2. Enter Pin: 4818591002 and press # Deana Buck 3. Your line will automatically be muted 4. If you become disconnected from the call or are “kicked” from the webinar, simply call or login again. 5. This webinar will be recorded Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 1
  • Lets Get Started! Today’s Presenter Deana Buck Hi Pip! Pip Campbell Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 2
  • Using Assistive Technology To Promote Children’s Participation Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 3
  • What Will You Learn About in this Webinar?• What is Assistive Technology & how can it be used as an intervention with infants & toddlers?• What are the differences between participation and skill learning?• In what ways can adaptations and AT be used to help children participate and to perform functional skills?• How can I make adaptations/AT that can be used successfully by caregivers to help children? Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 4
  • Adaptations & Assistive Technology (AT) are not anend in themselves – But are a means to promote, enhance, and enable successful participation Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 5
  • What is the difference between skill performance and participation ? Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 6
  • Skill performance means ---• Ability to do something well• Competence• Excellence in execution Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 7
  • Participation Means --the fact of taking part Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 8
  • Children are included when they are able toparticipate in typical activities and routines Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 9
  • Name the routine thatproviders most frequently use with infants and toddlers?Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 10
  • What are the 2 most frequent routines that caregivers do with infants and toddlers?Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 11
  • Activities & Routines At Home• Activities – things that families do together like outings, errands, chores, outdoor play, etc.• Routines – things that occur regularly each day like morning and evening (bedtime) routines, mealtimes, indoor play/activity• Some routines/activitiesgo well, some not. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 12
  • What are activities and routinesthat occur in child care?Name at least one Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 13
  • Activities and Routines in Child Care• Activities – things that occur at the early care and education setting like literacy, art, learning centers, outdoor play, etc.• Routines – every day occurrences like naps, snack, lunch, transitions, bathroom, arrival and leaving, etc.• Some activities/routines go well, some not. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 14
  • So – how do we ensure participation for each person/child? Embed adaptation & Assistive Technology (AT) interventions into Activities & Routines Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 15
  • Think about ---Who is most likely to have the mostinformation about a child’s participation?Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 16
  • First Step in Embedding: Assess Activity & Routine ParticipationWhat strategies do you find useful in gathering information from “first hand” reporters? Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 17
  • EXPECTATIONS SATISFACTION Occasional Somewhat ly Meets Does notROUTINE/ACTIVITY COMMENTS Exceeds Did Not Meets Is OK meet Very Not AskEVENING ROUTINE(getting ready for bed,going to bed, sleeping)MEALTIMES (appetite,level of assistance)PLAYING INDOORSPHYSICAL ACTIVITIES(riding a bike, playingoutside, playing onplayground equipment,swimming)AT HOME CHORES(cleaning, preparingmeals, watching TV,caring for pets, etc.)LEAVING THE HOUSETO GO SOMEWHERERUNNING ERRANDS(grocery store,mall/store shopping,banking, wash/cleaners)OUTINGS (visit afriend/relative, eat at arestaurant/fast food, goto museums, amusementparks, zoo, etc.) Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 18
  • Application in Child Care Settings for Preschoolers Available through DEC at http://www.dec-sped.org/index.aspx/Store/Additional_Resources Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 19
  • Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 20
  • What can you learn?• Adults’ (e.g., caregivers, teachers, parents, etc.) perspectives• What goes well (is pleasurable or functions ok) AND• What does not go well• What happens when something is pleasurable? Or when something is not going well?• What would the adult like to have happen? Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 21
  • How Do We Embed Adaptation & Assistive Technology (AT) Interventions Into Activities & Routines? Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 22
  • Second Step in Embedding: Identify the activity or routine in where embedding will take place.• Will adaptations/AT make an activity or routine go better?• Can adaptations/AT be embedded into a activity or routine that goes well so learning may occur?• Which activities/routines will be targeted? Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 23
  • Think about types of interventions— What are some examples where intervention is specifically directed to the child?Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 24
  • Two Categories of Child Interventions Directed to the Child by Adaptations/AT Directed Another person to the Environment (e.g., caregiver, another adult- provider, child, sibling) Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 25
  • Directed to the Child By Another Person CUSTOM Specialized, Individualized DIFFERENTIATED Needed for Some but not all Children UNIVERSALUsed with ALL Infants &Toddlers Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 26
  • Adaptations/AT Directed to the Environment CUSTOM Specialized, Individualized DIFFERENTIATED Needed for Some but not all Children UNIVERSAL Used with ALL Infants &Toddlers Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 27
  • What does Adaptation mean?• Change in behavior of an individual or group in adjustment to new or modified surroundings is an adaptation.• Something that is changed or changes so as to become suitable to a new or special use or individual situation is an adaptation. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 28
  • Adaptations as Interventions• Environments, activities & routines, have social and physical expectations for participation• Adaptations, including assistive technology allow participation in typical family routines and activities• Adaptations function as a mediator to make a bridge between the child’s abilities and the “demands” or expectations of the environment• By promoting participation, opportunities for learning are increased Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 29
  • Tier 1: Universal Adaptations/ATAre things that we might all usewith any infant or toddler • What are some examples? Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
  • Tier 1: Universal Adaptations/AT– Things that we might all use with infants and toddlers • Placing toys outside reach of child to promote movement • Safety plugs in outlets • Bath seat • Toys with large grips or safe to chew • Rewards (i.e., preferred activity) after doing something that is difficult • Break multi-step directions into single step (e.g., Go to the kitchen and get the napkin” becomes 2 separate directions.) Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
  • Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
  • Tier 2: Differentiated Adaptations/ATInterventions we might use to enable children to dosomething that they are unable to do and may not beable to do for a while – Bath seat for 18 month old – Velcro on bottom of bowl so a 24 month old child can learn to scoop – Push play toy (e.g., baby stroller, shopping cart) – Providing a more active child with a toy to manipulate during circle time – Schedule picture board Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
  • Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
  • Tier 3: Customized Adaptations/ATChild Specific/Custom Interventions allow a child to dosomething they cannot otherwise do – Communication board for social interaction with siblings and cousins – Specialized positioning equipment so that a child may sit up at a table to play, sit on the floor for circle time, sit and swing, stand at the sink – Motorized mobility device to get around from place to place – Switch to activate something that is part of an activity/routine Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
  • Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
  • Low Tech --------------------------------------High TechGeneral; Readily Available Targeted; SpecializedGeneral market Small market Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 37
  • The 3 YES Conditions of AT Does the child have a disability or a significant delay in Is the area of development ? YES Is this a device or Can the child perform adapted material? the skill only with the Can device or adapted material? YES YESPip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 38
  • A word about Assistive Technology (AT) and Augmentative & Alternative Communication (AAC) AT AACSocialization SignCommunication Picture ExchangeGetting Around Picture BoardUse of Arms & Hands Single Switch Voice Output Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 39
  • Pip Campbell VA Webinar September 2010 http://tnt.asu.edu 40 http://jeffline.jefferson.edu/cfsrp
  • Adaptation/AT An Intervention to promote participationThis child is participating intoy play by reaching &hitting the switch toactivate a toy -- withoutadult assistance & throughuse of adaptations and AT•Child chair – modifiedwith foam•Motivating/engaging toythat moves•Simple switch Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 41
  • Facilitating Children’s Participation and Learning Environmental Accommodations Adapt Room Set-Up Adapt/Select Child Equipment Equipment/Adaptations for Positioning Adapt Schedule Select or Adapt Activity Adapt Materials Adapt Requirements or Instructions Have Another Child Help -- Peer Assistance/Tutoring Cooperative Learning Have an Individual Child Do Something Different Have an Adult Help a Child Do the Activity Have an Individual Child Do Something Outside of the Room (with an Adult)Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 42
  • Continuum: Adaptations to the Environment• Adaptations to the environment change the setting. For example:• Rearrange the furniture in the room so that a child in a wheelchair can move about freely.• Adapt or add equipment (e.g., use a slant board to help a child participate in coloring activities, use wedge to provide supportive seating during circle activities). Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
  • Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 44
  • Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 45
  • Continuum: Adaptations to Activities and RoutinesAn activity or routine may be adapted to accommodate special needs. For example:• Add periodic movement activities to a story time activity to help children who have difficulty paying attention.• Do the initial pieces of a routine for a child & let them do the end parts – e.g., dress a child up to the point of pulling up long pants• Start dinner earlier for a child who needs longer to eat than the rest of the family.• Allow a child to “walk” to mealtimes by being a duck so that the child is on task Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 46
  • Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 47
  • Continuum: Adaptations to MaterialsMaterials used in an activity or routine, when adapted, may help a child participate. For example:• Make the pencil thicker by putting a foam curler around it or by wrapping the pencil with play dough or silly putty to help a child who has problems gripping pencils/crayons.• Use assistive technology— as in the case of using a simple switch interface to help a child with motor difficulties activate a toy. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 48
  • Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 49
  • Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 50
  • Ideas to Share Pip Campbell VA Webinar September 2010 http://tnt.asu.edu 51 http://jeffline.jefferson.edu/cfsrp
  • Look Up By --• Functional Skill • Activity or Routine • Errands – Communication • Chores • Outings – Socialization • Mealtimes – Mobility • Indoor Play • Bathtime – Arms and Hands • Morning • Evening • Outdoor Play (Physical) Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 52
  • Communication Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 53
  • activities Beach or bathPip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 54
  • BathtimePip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 55
  • ErrandsPip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 56
  • Continuum: Requirements and InstructionChanging the requirements of an activity or a routine, or the way you provide instruction can enable a child to participate.For example:• Use photographs to show each step rather than simply speaking the instructions.• Reduce the number of steps a child is expected to perform to change requirements. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 57
  • http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc.htm Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 58
  • Hand Washing SequencePip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 59
  • Circle Time Sequence Beginning view of Turn over picture as Hand the child the picture of circle mini schedule activities are completed the next place to go Lentini, R., Vaughn, B. J., & Fox, L. (2005). Teaching Tools for Young Children with Challenging Behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support.http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc.htm Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 60
  • Continuum: Assistance• Providing assistance is the most intrusive form of adaptation because it involves another child or adult actually helping the child do the activity or routine, rather than allowing the child to do it independently. Always try to have a peer provide the assistance first before using an adult.• Provide assistance only when other adaptations have not worked, and only as a last resort. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 61
  • Adaptations/AT PlanningWhat’s happening now? & BrainstormingWhat would you like to see happen? Environmental Modifications Equipment for Positioning (Room, Child Equipment) Adapt/Modify Schedule Adapt Activity Adapt Materials Adapt Requirements Expected Outcome Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 62
  • It is hard to remember ---butADAPTATIONS & AT are NOT about the “STUFF” Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 63
  • ADAPTATIONS & AT ARE ----• INTERVENTIONS• To help children participate in activities and routines to the maximal extent possible• To increase opportunities for incidental (or unplanned) learning opportunities• To increase functional skill performance across activities/routines for children with significant disabilities Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 64
  • ADAPTATIONS & AT ARE ----Strategies /Interventions/Methods used by professionals and family members for the purpose of influencing Child Participation & Learning Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 65
  • Use Resourceshttp://tnt.asu.edu Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 66
  • Next Steps• Attend Regional Training Sessions – October 12 Tidewater – October 13 Northern Virginia• Registration information will be emailed in the next few weeks Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 67
  • Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 68