Is There an App for That? – Modifying iPad Applications for Diverse Populations
iPads are changing the way we provide therapy. We will discuss the advantages and challenges of using iPads in therapy, explore methods for modifying iPad applications for culturally and linguistically diverse children, and use case studies to demonstrate effective modification techniques. This course will focus exclusively on iPad apps and will not include information on other similar or related apps for other tablets. The iPad was introduced in 2010. It has been integrated into every sphere of our world and is changing the way speech-language pathologists provide therapy. The Ipad has the potential to increase motivation, learning, and meaningful communication outcomes for the children we serve. In this presentation, we will discuss the advantages and challenges of using iPads in therapy, explore methods for modifying iPad applications for culturally and linguistically diverse children, and use case studies to demonstrate effective modification techniques. Technology plays a prominent role in society and is changing how information is shared and acquired. Research shows that using computer technology during speech therapy sessions motivates and engages children (Cochran, 2005). Additionally, children with special needs demonstrate interest in the animation, sound output, physical accessibility, and predictability involved in using computer technology (Cochran, 2005). As a result, children who use computer technology in therapy demonstrate fewer behaviors that detract from therapy’s effectiveness and subsequently retain more of what they have learned (Cochran, 2002). Research on sociocultural theory indicates that effective therapy depends on knowledgeable mentors providing children with tools to mediate learning from their experiences within their zone of proximal development. Eventually, the children will internalize the tools provided to mediate their own experiences (Westby & Atencio, 2002). Because computer technology is changing the way children experience the world, some speech-language pathologists are creating such mediated learning experiences through iPad applications with promising results.
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Is There an App for That? – Modifying iPad Applications for Diverse Populations
- 2. Is There an App for That? • Why we love iPads ▫ 10 Recommended Clinical Computing Competencies ▫ More than a reward ▫ Motivate & engage • Why we don’t ▫ When to use iPads in therapy and when to iSkip it. • App-egories ▫ We organize great apps into 4 categories and demonstrate their use with our diverse caseloads • Let’s play! ▫ App-lying what we’ve learned
- 4. 10 Recommended Clinical Computing Competencies (1993, Cochran et al. – Using computers “to fulfill a clinical purpose”) Using a Computer as: ▫ Context for conversation ▫ Instructor ▫ Clinical materials generator ▫ Feedback device ▫ Clinical data assistant ▫ Diagnostic tool ▫ Productivity tool Awareness & Use of: ▫ Basic computer operations and assistive technology ▫ Relevant legal and ethical issues ▫ Technology resources
- 7. iPads More than a reward for getting the “real work” done
- 8. Mediated Learning + Context for Conversation • Mediating child’s experiences (Westby & Atencio, 2002) • Steering conversations to effectively address goal areas (Cochran & Masterson, 1995)
- 9. iRules • Set ground rules • Protection • Guided access – settings/general/accessibility/guided access
- 10. You know you want to… everybody’s doing it! • PSHA Survey Results (Feb. 2012) ▫ 62% (…so ALMOST everybody) ▫ 85% pediatric Whatcha doin’? Data collection Video AAC Email Therapy Materials Photos And more!
- 13. This is how we do it: • English Apps • Spanish Apps • Neutral Apps • Juegos!
- 14. English Apps • Fun With Directions Lite ▫ Arturo Background: Bilingual, Spanish>English, IEP: 30 min, 8x/9wks Goals: Retell story with 4 events Use descriptive clauses in sentences Use articles correctly Decrease rate of speech /r/blends, /l/blends
- 17. Fun With Directions Lite Also great for: Following directions Labeling Wh- Questions Combining words Describing objects Object function Articulation (phonological awareness & self-monitoring)
- 18. Spanish Apps • iSecuencias Lite • Juan’s Goal: Sequence and retell 3-part stories • Other potential targets ▫ Wh?s ▫ Phonological processes ▫ ID and name objects in categories ▫ Inferencing (built into app) ▫ Prediction skills (built into app)
- 19. Spanish Apps-Modifications • Vocabulary used in child’s dialect • Turn off volume… “It’s too loud!” • Scaffold, scaffold, scaffold • Show off your metacognition
- 20. Neutral Apps • Toca Hair Salon ▫ Ashley Background: Bilingual, Spanish>English, struggling in reading (sweet, kind, funny, patient, and very attentive to instruction) IEP: 30 min, 12x/9wks Goals: Who/what/where/when/why questions /f/, /l/, /s/ in all positions Use adjectives to modify nouns Use articles (el, la, un, una)
- 21. Articulation: Had a conversation and identified words with her sounds (F/L/S-café, liso, seca) – writing them down (phonological awareness) – mass practice (10x with self-monitoring). In a group the other student comments on what they did (attention/monitoring) and takes a turn) Language: Talking about the haircut when it was done (adjectives, articles) Answering questions - trickier but achievable: Who cut her hair? Where do you think she’ll go after her haircut? Why did you rinse her hair? What does she have in her hair? When???
- 22. Toca Hair Salon Also great for: ▫ Following directions ▫ Sequencing ▫ Requesting ▫ Labeling ▫ Combining words ▫ Problem solving ▫ Describing pictures ▫ Identifying/naming colors ▫ Antonyms ▫ Object function
- 23. Games • Candy Blast Mania • Angelica’s goal: Follow 2-step directions with temporal, spatial, quantitative, and qualitative concepts • Other goals ▫ Attributes ▫ Wh?s
- 24. Apps – Tool Time! Evernote Photos Video iReward Choice Board Creator PicCardMaker Flashcards dB Volume Google Translate Calculator Calendar Activity Timer / Time to Play / Visual timer / Visitimer Tally Counter Safari Pinterest Waitstrip
- 25. How to Trap an App • Pinterest • Blogs • App store browsing • Youtube • Ask that lady sitting right next to you!
- 26. References • PSHA Survey Results • 1993 Cochran et al • Mediating child’s experiences (Westby & Atencio, 2002) • Steering conversations to effectively address goal areas (Cochran & Masterson, 1995) • Erik’s blog
- 29. We Love Email! • Carolyn.gutierrez@bilinguistics.com • Cristina.villasenor@bilinguistics.com
- 30. Questions to consider • Apps for: fluency, AAC, voice (ask more) • We don’t have ipads • Afraid of using personal ipad • Age/motor constraints
- 31. More tips • Screenshots • Folders • Searching