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Successfully Using iPads to Support Your Students with Autism
The document provides an overview of how iPads can be used to support students with autism. It discusses key principles such as using visual tools that are motivating and interactive. It acknowledges challenges in using technology, such as durability, finding appropriate apps, and ensuring students remain engaged. The document provides solutions such as using protective cases, consulting review websites and blogs, and implementing technology as one of many tools within a student's learning program. It also provides tips for using iPads, including recommended apps and websites for discovering new educational apps.
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Successfully Using iPads to Support Your Students with Autism
- 1. Spectronics Inclusive Learning Technologies Successfully using iPads to Support your Students with Autism
- 2. Amanda Hartmann Inclusive TechnologyConsultant (Speech Pathologist)
- 12. OVERVIEW • Introduction • IPads101 • Communication • Behaviour • Social development • Literacy and learning • Creation tools
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- 16. Don't throw thebaby out with the bath water! Remember that the iPad is just one tool in our arsenal to help us successfully support students with Autism What other tools do we use?
- 17. Key principles to usingtechnology for students with Autism • Must be VISUAL • Be implemented with positive behavioural supports • Must be functional, motivating and interactive
- 18. Technology Integrate use to: • Improve and develop a communication system • Assist development of social skills • Enhance ability to learn
- 19. iPad iPad revolution revolution iPad craze iPad frenzy
- 20. • User-friendly • Engaging •Multi-Functional iPad • Mobile and portable • Easily accessed • "Normal" • Motivating • Cost effective
- 21. Challenges and solutions... • Durability Solution: protective cases and coverings
- 22. Challenges and solutions... • Finding the right Apps/program's Solution: access blogs and websites that review apps, Autism Apps.
- 23. Challenges and solutions... • One size fits all? Solution: no quick fix, no single solution, team assessment and problem solving
- 24. Challenges and solutions... • Abandonment of other valuable strategies Solution: don't throw the baby out with the bath water.. The iPad is just one tool in our tool kit.
- 25. Challenges and solutions... • Training and support Solution: funding to support ongoing and continuing professional development, access to the right training
- 26. Challenges and solutions... • Ongoing support to implement Solution: access to regular support services and therapies, collect and review data
- 27. Challenges and solutions... • iPad obsession and keeping kids on task Solution: Limited music, video and entertainment apps, Use within structured time limits, Use together, encouraging interaction and engagement, iOS 6 - Guided Access
- 28. REMEMBER.... Continue to support students: • With clear goals and objectives • While continuing to collect data • While reviewing what works and what • Support within curriculum guidelines • Ongoing training and support for staff • And stay flexible and ready to make changes on the run
- 29. iPads 101 Quick tipsout of the box
- 30. iOS ecosystems • iTunes- music, videos, movies • App store - apps • iBooks - books- PDFs • iTunes U - university course work
- 31. Discoverability • Websites thatreview apps • Apps that help us find good apps • Using the App store better
- 32. What makes agood app? What do you look for?
- 33. Choosing apps -Rubric Curriculum Grade / APP Name Cost focus Stage DOMAIN 4 3 2 1 Skill(s) reinforced are strongly Skill(s) reinforced are related to the Skill(s) reinforced are prerequisite or Skill(s) reinforced in the app are not Curriculum connected to the targeted skill or targeted skill or concept foundation skills for the targeted skill clearly connected to the targeted Connection concept or concept skill or concept Targeted skills are practiced in an Some aspects of the app are Skills are practiced in a contrived Skills are practiced in a rote or Authenticity authentic format/ problem-based presented in an authentic learning game/simulation format isolated fashion (e.g. flashcards) learning environment environment Feedback is specific and results in Feedback is specific and results in Feedback is limited to the Feedback is limited to the Feedback improved student performance improved student performance (may correctness of student responses correctness of student responses include tutorial aids) and may allow students to try again App offers complete flexibility to App offers more than one degree of App offers limited flexibility to adjust App offers no flexibility to adjust alter settings to meet student needs flexibility to adjust settings to meet settings to meet student needs (e.g., settings to meet student needs Differentiation student needs few levels such as easy, medium, (settings cannot be altered) hard) Students can launch and navigate Students can launch and navigate Students can launch and navigate Students need constant teacher within the app independently within the app independently after within the app independently after support in order to use the app User demonstration by teacher. demonstration by teacher. Students Friendliness require intermittent support. Students are highly motivated to use Students use the app as directed by Students view the app as “more Students avoid the use of the app or Student the app and select it as their first the teacher schoolwork” and may be off-task complain when use of the app is Motivation choice from a selection of related when directed by the teacher to use assigned choices of apps the app Students work can be published in Students work can be published in Students work can be only be Students work cannot be published. multiple formats and/or social media multiple formats and/or social media published to a computer. Publishing sites sites after being transferred to a computer. Data is available electronically to the Data is available electronically to Data is available electronically to the The app does not contain a summary student and teacher as a part of the student on a summary page and may student, but is not presented on a page. Reporting app. be screenshot to share with teacher single summary page. App connects seamlessly to Wi-Fi App connects to Wi-Fi network with App requires port change to connect App unable to connect to Wi-Fi Connectivity network manual configuration to Wi-Fi network network Originally created by Harry Walker: Edited, with permission, by Kathy Schrock: Updated by Greg Alchin
- 34. Websites / online •Spectronics Blog and app lists. http://www.spectronicsinoz.com/blog/apple/ • APPITIC. http://appitic.com/ • Appy Mall. http://www.appymall.com/ • Facebook groups/pages eg. "iTeach: Apps for classroom"; "Spectronics Online"; Technology in Education, Moms with Apps, etc.
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- 36. Apps for SpecialEducation By the Spectronics Consultancy Team
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- 38. Apps that findapps Autism Apps Kindertown Appstar picks
- 40. In the Appstore - Top Charts
- 41. In the AppStore - Education Categories
- 42. In the Appstore - Genius
- 43. iPad Basics APP ICONS APP ICONS • Hold and jiggle • Put into folders • Rename folders • Delete apps • Lock onto bottom dock
- 44. iPad Basics RESTRICTIONS RESTRICTIONS • Enable restrictions within SETTINGS - General • Turn on and off- Installing Apps, Deleting Apps, Safari, Camera, In-App purchasing, password request etc.
- 45. iPad Basics MULTI-TASKING GESTURES MULTI-TASKING GESTURES • Five finger pinch to close • Four finger swipe up to multi-tasking dock • Four finger swipes left and right between apps • Turn OFF in SETTINGS-General
- 46. iPad Basics MULTI-TASKING DOCK MULTI-TASKING DOCK • Four finger swipe up to multi-tasking dock • OR double click HOME button • Swipe left or right • Forced close with red dash
- 47. iPad Basics ACCESSIBILITY ACCESSIBILITY • Vision/hearing • Speak selection • Physical and Motor • Guided access
- 48. iPad Basics FILE SHARING FILE SHARING • APP: DropBox • Email • Sharing options within apps • iTunes: App panel- file sharing
- 49. iPad Basics EXTRA TIPS EXTRA TIPS • Screen Capture • Make direct links to favourite websites • Spotlight search for apps on iPad • Side switch
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- 51. Communication skills Affected in different ways • Significant delays in speaking, use and understand fewer words • Not speaking at all (nonverbal)
- 52. Communication In those children who do develop speech • Copy or echo words (echolalia) with no real meaning attached • Difficulty initiating communication • Talk about their special interests • Difficulty using language for a range of purposes • Use and understand a limited set of vocabulary
- 53. Goals • Increase useand understanding of words • Improve comprehension and listening skills • Develop and extend vocabulary • Develop and extend spoken language skills
- 54. Apps for oral language
- 55. Interactive apps • Createa car • Cookie doodle • My PlayHome • ClickySticky • The bag game • Dr Pandas Restaurant
- 56. Toca Boca Apps •Toca Store • Toca doctor • Hair salon 2 • Toca tea party • Toca monster • Toca tailor • Toca fairy tales • Toca kitchen
- 57. Structured learning apps •Special words • Splingo! • Speech with Milo • Hamaguchi Apps
- 58. Sentence building apps •Sentences builder • Rainbow sentences • Clicker sentences
- 59. Communication Nonverbal • Children with little or no speech • Need to be given alternative ways to communicate (commonly called AAC) • Devices and apps • Don't forget low tech • Multimodal approach
- 60. Alternative and augmentative communication (AAC) Augmentative communication is the use of materials or techniques that supplement existing verbal abilities. Alternative communication is communication methods used by a person without any verbal ability. (Vanderheiden and Yoder, 1986)
- 61. Goals • Establish asystem of communication • Present a range of modes as the person selects their preferred method
- 62. Before you doanything.... • Consult with team • Trial and test apps/devices if possible • Be prepared to invest time and money into programming, training team members and implementation
- 63. Tips for success.. •Specific Vocabulary selection and design • To be engaging, interactive, fun, motivating and purposeful • Modelling of device/ board/ book
- 64. Picture exchange Low tech Aided Language boards
- 65. Communication Devices Practical ideas and suggestions
- 66. IPads and Appsfor AAC
- 67. Apps for AAClist http://www.spectronicsinoz.com/iphoneipad-apps-for- aac
- 68. Apps for AAC Symbol based • Proloquo2go • Sonoflex • Grid player • Sounding board • Alexicom
- 69. Apps for AAC Text-based • Verbally • Predictable
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- 71. Behaviour Complex and variable • Prefer routines and sameness and dislike change • Meltdowns • Repetitive behaviours • Obsess over particular interest areas • Sensory challenges affect behaviours • Seek sensory stimulation
- 72. Functions of the behaviour... • What is the motivation/cause of the behaviour? • Escape/ avoidance of a situation • Attention gained from the action • Getting access to a tangible item or activity • Automatic personal reinforcement or sensory input
- 73. Behaviour supported with Visual tools
- 74. Benefits of visualtools • Provides positive behaviour support • Maintains routines and schedules but also can visually show when changes occur • Provides clear expectations • Steps within task are made clear • Keeps student on task • Allows team to use consistent language and provide consistent feedback to students
- 75. Visual tools areuseful for: • Schedules, timetables and routines • Class rules • First -then • Visual timers • Rewards • Organising the environment
- 76. Created in... • Symwriter •Boardmaker • On iPad using variety of apps
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- 83. Apps for schedules,timetables, routines, class rules and first-then • Proloquo2Go • iCommunicate • Visual routines • iPrompts XL • Choiceworks • First Then
- 84. Visual Timers • Clockin iOS 6+ has an inbuilt timer • APPS: • Bang! boom! Buzzer • Visual Timer • iPrompts XL • Time Timer • Sharing timer
- 85. Rewards • Low tech •iPad as the reward • App: iEarntThat • App: Token board
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- 88. Organise the environment • Photos • Symbols • Pictello
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- 90. Social development difficult Early social interaction is • Appear uninterested in social contact • Difficult to engage and interact with • Rarely show interest in others • May not respond to others • Little eye contact • Rarely chat or play with others
- 91. Goals for interaction •Engagement • Eye contact and interaction • Turn taking • Language stimulation • Listening and following directions • Requesting and commenting • Learning in a fun way!
- 92. Low tech/ notech • Intensive interaction • Imitating • Following the child's lead • Motivators
- 93. Apps for interaction •Toca Boca • Sound Touch • Playschool Art Maker • Stop & Go
- 94. Help Kidz LearnApps • Train tracker • Peeping musicians • Bumper cars • Five little aliens • Smarty pants • Big Bang pictures • Aunty Maggie's recipe • Finger paint
- 95. Social development speech In those children who do develop • Difficulty using language appropriately in conversations • Difficulty understanding social rules and expected behaviours • Cannot initiate and maintain conversations • Difficulty making and keeping friends • Unable to effectively solve social problems and negotiate • Problems expressing and understanding feelings and
- 96. Teaching Social skillsrequires: • Team determining target behaviours • Pre teaching of social skills in small groups, and in natural, familiar and real settings • Rewarding and recognising behaviours • Consistent feedback about behaviours • Feedback can be given immediately after a social error • Then reviewed at a calm and responsive time
- 97. SEE THINK DOSAY Build internal dialogue
- 98. Social Stories Visual, video,photo stories created for specific learning of specific social behaviours Originally developed by Carol Gray www.thegraycentre.org
- 99. Can be used: •To prepare someone for new events and experiences • To teach positive behaviour • To teach a new skill
- 100. The structure • 3types of sentences • Descriptive - provide information • Perspective - describe internal states • Directive - tells the person what to do to be successful
- 102. Tips and tricks •Write from the individual's perspective • Write in present tense • Use positive language • One skill per story • Visual supports • Involve the person or their team
- 103. Tips for implementing •One at a time • Practice BEFORE the challenging situation occurs • Clear instructions for use • Consistent across all support • Review and revise
- 104. Create with • Onyour computer using: Clicker or PowerPoint • A variety of Apps: Pictello, Puppet Pals, PixNTell, Sonic Pics, Strip Designer, Book Creator, Creative Book Builder
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- 108. Goals and targetareas • Feelings • Friendships • Conversations • Conflict resolution CREATE YOUR OWN TEACHING • Classroom behaviour MATERIALS TO TARGET THESE AREAS
- 109. Feelings • Recognising and identifying feelings • Expressing feelings • Handling feelings of anger, anxiety, stress
- 110. Friendships • Making friends •Maintaining friendships • Sharing, winning and losing • Eye contact, body language, talking and listening.
- 111. Conversations • Conversation rules •Initiating, maintaining and ending conversations • Topics • Taking turns • Asking questions
- 112. Conflict Resolution • Negotiation •Problem solving • Accept ways to resolve conflict • Choices when faced with conflict • Bullying and teasing
- 113. Classroom Behaviours • Listeningand attention, following directions • Asking for help • When you don't understand • Interrupting • Asking permission • Answering questions
- 114. Apps for Social Skills
- 115. App suggestions • Emotions • Calm counter • Emotion x • Choiceworks • Smarty Pants • Conversation builder • My life skills box • Friends Book • Social skills builder • iPrompts XL
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- 117. Early Learning Concepts, sorting,touch screen skills, etc.
- 118. Early Learning Apps •Dexteria • Monkeys lunchbox • Bugs & bubbles • Simple sort • Alien buddies • Sound touch • Toddler teasers Preschool collection
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- 120. Book Apps • Whenyou grow up • Story bots • Monster at the end of this book • Don't let the pigeon run this app • Collins Big Cat • Grasshopper App books
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- 122. Story telling Apps •Story maker • Toontastic • iSequence • Speech with Milo : Sequences • Kids Journal • Story Wheel
- 123. Letter-sound identification Letter recognition and tracing
- 124. Letter-sound Apps • Pocketphonics • Letter school • iWrite words • rED • Starfall • ABC spy
- 125. Early reading and spelling
- 126. Early reading & spelling Apps • firstwords apps • Kids crosswords • Montessori crosswords Apps that use PHONICS, • Word wizard Not letter names! • Alphawriter • Monkey words • Simplex spelling (older students)
- 127. Preschool University Apps • FREE • ABC Magic • Reading Magic • Spelling Magic • Sentences Magic
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- 129. Supported writing Apps •Clicker sentences • Clicker docs • Apps with word prediction
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- 131. Create photos, videos and books STUDENT AS THE AUTHOR • Simple interfaces that students can use.
- 132. Creation Apps • Toontastic • Playschool Art Maker • Book Creator • Draw and Tell • Puppet pals • Strip designer • Sock puppets • Mad Libs • PixnTell • Toca fairy tales • Skitch • Explain everything • iMovies • Popplet
- 133. Publish their work •Share via email or Dropbox? • Photos, images and videos saved to the camera roll? • Export as a PDF file? • Export and share as an iBook?
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- 136. Join the Spectronicsteam for four full-on days of immersion in the world of technologies to support diverse learners!
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- 139. Spectronics Consultancy Team consultants@spectronics.com.au