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Spnd 456 EF, Autism and Evaluation
- 1. Assistive Technology and High Incidence Disabilities Karen Janowski Simmons College 2nd weekend SPND 456
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- 3. Where is the Breakdown? http://www.flickr.com/photos/doviende/403
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- 6. 5-8% of studentsare identified as having Math disabilities
- 7. The technology forremediating and accommodating for Math disabilities is not as well developed as for reading and writing.
- 8. may see mathdisabilities in combination with reading disabilities or ADHD
- 9. Difficulties may bedue to problems with: mechanics of writing computation skills understanding concepts math fact mastery left/right orientation confusing or transposing numbers
- 10. Where is thebreakdown? Where is the Breakdown? http://farm4.staticflickr.com/3405/3270428419_5e15d6653f_z.jpg
- 11. Difficulties may bedue to problems with: Math Calculations – typically due to memory or cognitive difficulties
- 12. Students with difficultieswith math calculations Identifying signs and their meanings Math fact recall Problems with commutative property (3 + 4 = 7, 4 +3 =7)
- 13. Students with difficultieswith math calculations Borrowing and carrying Misaligning numbers when copying Ignoring decimal points Forgetting steps in calculation
- 14. Students with learningdisabilities may have challenges with math word problems
- 15. Where is thebreakdown? Where is the Breakdown? http://farm4.staticflickr.com/3405/3270428419_5e15d6653f_z.jpg
- 16. Reading the problem Understandingthe language and what the problem is asking Figuring out what is important Implementing a plan Working through multiple steps
- 17. Students with math learningdisabilities: 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
- 18. The technology forremediating and accommodating for Math disabilities is not as well developed as for reading and writing.
- 19. 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
- 20. Low Tech Options colorcoding for maintaining columns hand-held calculators/large button calculators talking calculators • special-feature calculators
- 21. Assistive Technology for Math Digitized textbooks Math Casts
- 22. Math Casts • video-tapedmath lessons • Screen capture – Interactive White Boards • Screen Casts • iPad Screen Casts
- 24. Dicussion about Screencasts
- 25. Assistive Technology for Math IntelliTools Classroom Suite 4 MathPad, MathPad Plus, Stages Math Kidspiration Conceptua Math (online) Efofex (download) Websites Panther Math Paper app
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- 27. Assistive Technology for Math Free Online Tools Udltechtoolkit.wikispaces.com
- 28. Metacognition: Thinking about Thinking
- 29. Executive Function (EF) involvesactivating, orchestrating, monitoring, evaluating and adapting different strategies to accomplish different tasks.
- 30. It’s all aboutthe Plan
- 31. Develop a PLANof action
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- 42. Students with learning struggles: – Don’t make connections – Don’t stop to evaluate their learning – Avoid revisions – Have difficulty strategizing
- 43. What do wedo to help us plan?
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- 46. Paperless What Does that Look like?
- 47. Promote Independ Flexible, ence Easy to Use
- 48. Tools Alternatives to theAssignment Notebook – Let’s get Digital! Vocaroo Audacity VoiceThread Livescribe SmartPen HW online proactively
- 49. Tools Alternatives to theChecklist Organizer PBL Checklist for Teachers
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- 51. Repetition Importance of Use of: Color Graphics Teach in context
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- 53. Assistive Technology for Remembering and for Organization http://img2.allposters.com/images/PTGPOD/327820b-FB.jpg
- 54. What do wedo to help us remember?
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- 56. Where is thebreakdown? Where is the Breakdown? http://farm4.staticflickr.com/3405/3270428419_5e15d6653f_z.jpg
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- 58. Highlighters index cards, post-itnotes color-coding graph paper
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- 60. headphones or earplugsto shut out distractions iPod/smartphones - allow the user to verbally store and retrieve information, use camera features
- 61. • Visual Schedules • Visual Cues • Verbal Cues (“This is really imp.”) • Cell phones - to do or Did I? list with alarm
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- 65. What do wedo to help us with notetaking?
- 66. • Carbonless paper • Peer’s notes • Copies from teacher • Structured Outline to be filled out by student
- 67. • Two-column Templatesin Word • Student Historian summarizes on class blog or wiki • Podcasting
- 68. • SmartBoard files •Smart Pen • Apps
- 70. What do wedo to help us study?
- 71. • Inspiration –Collapse/expand • Outline View in Microsoft • Flash card sites/apps
- 72. Assistive Technology for Math Free Online Tools udltechtoolkit.wikispaces.com newtonassistivetech.wikispaces.com
- 73. Technology and Students onthe Autism
- 74. How are youcurrently using Technology with your students on the spectrum? Three minute discussion
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- 77. Research Suggests: Students are engaged
- 78. Research Suggests: Computers are predictable
- 79. Research Suggests: See an increase in: Attention in-seat behavior increase in generalization
- 80. Research Suggests: See an decrease in: Agitation Self-Stimulation Perseverative Responses
- 81. 7% 77% %age of independent transitions (10 identified throughout the school day in general ed classroom
- 82. Research Video modelingwith video captions More similar the video or computer-based to the target setting, see increased likelihood transfer will occur
- 83. Baron-Cohen described individualsw/ autism show superior skills in systemizing – the drive to analyze or build systems in order to understand and predict they system’s behavior and underlying rules. Hyperattentive to detail, Affinity for systems – rules, predictability, routines
- 84. Computers are predictableand systems oriented visual technologies – tap into strengths
- 85. Research Suggests: Systemize – attention to detail, to find meaning in detail STRENGTH!
- 86. Research Technology holdsgreat promise Improved generalization and transfer of skills
- 87. Research Generalization ismore likely to occur when common stimuli are presented within numerous learning trials
- 88. Research to increasegeneralization, use real objects, photographic or video representations rather than unrealistic drawings on worksheets Thoughts about symbols?
- 89. Conclusion Need toexplore computer-based and video-supported strategies that supplement actual instruction in realistic environments where the actual skills occur
- 90. Conclusion Video modelshelp learners acquire target skills and generalize those target skills to community settings. Vidoe Supports for Teaching Students with Developmental Disabilities and Autism: Twenty-five years of Research and Development. Ayres et al, Journal of Special Education Technology, 2008.
- 91. Research On VirtualEnvironments and Students with Autism WHY? Theorized that virtual environments/ technology provides opportunities for communication with others and circumvent their social and communication impairments and sense of isolation Enables social skills to be practiced and rehearsed in realistic settings in real time Offers environments that are realistic, yet safe and controlled. Use of emoticons
- 92. Virtual Environments –positive impact Exploratory study conducted to determine if children with autism could understand emotions as represented by an avator. Thirty-four students (ages 8 – 16 years) interacted with software designed to evaluate their ability to identify and make inferences from facial expression. 90% of participants accurately recognized emotions displayed by avatar representations. Collaborative Virtual Environment Technology for People with Autism Moore, et al. Focus on Autism and other Developmental Disabilities, Winter 2005)
- 93. Social stories low tohigh tech What are we currently doing?
- 94. Comic strip conversations Perspective Taking
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- 96. AT for Childrenwith Autism – Susan Stokes
- 97. Google Sketch upfor Educators (Project Spectrum)
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- 99. Software DTTrainer Activity Trainer TeachTown – online tool Vizzle – online tool
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- 104. Three Components Information Gathering DecisionMaking Trial Use
- 105. AT Assessment Guide
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- 109. What have we learned?
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- 113. To Infinity andbeyond……….
- 114. Scales http://www.flickr.com/photos/captkodak/272746539/ Keyboard - http://weblogs.baltimoresun.com/business/consuminginterests/blo g/keyboard.jpg Crawling- http://www.flickr.com/photos/lf-photodesign/337715955/
Editor's Notes
- #90 Typical methods – flashcard/paper based strategies do not provide learners with sufficient number of exemplars depicting or referencing actual community contexts.
- #91 Typical methods – flashcard/paper based strategies do not provide learners with sufficient number of exemplars depicting or referencing actual community contexts.