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AAC apps on iPads

What is AAC?

• Augmentative and Alternative Communication

• “AAC devices provide symbols, pictures, photos, and written words to communicate thoughts and ideas in visual presentations that are inanimate, predictable, and more static than speech” (Xin & Leonard, 2014, p.1).”

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Have you used any AAC iPad/iPhone apps?

• Over 200 apps available on iTunes store (McNaughton & Light, 2013)

Benefits of Using IPad as an AAC Device

• More socially accepted

• “… [the iPad] provides a rather elegant solution to the social integration problem. Kids with even the most advanced dedicated speech device are still carrying around something that tells the world ‘ I have a disability. ’ Kids using an iPad have a device that says, ‘ I’ m cool. ’ And being cool, being like anyone else, means more to them than it does to any of us” (McNaughton & Light, 2013, p. 108).

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Benefits of Using IPad as an AAC Device

• More accessible to consumers

• More likely to be adopted by individuals and families

• More functions available on one device

• Encourage diversity, research, and development

• (McNaughton & Light, 2013)

Potential Challenges of Using IPad AAC Apps

• Misplaced focus on technology rather than communication

• Lack of AAC assessment and intervention

• Difficult to access for individuals with complex needs

• Restricted focus on requesting

• “Research is urgently required to investigate the effects of mobile technologies with a wider range of range of individuals who require AAC” (McNaughton & Light, 2013, p.113).

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Current Research on IPad AAC Apps

• Narrow scope of research:

• Small number of participants, usually with ASD and/or intellectual disabilities

• Limited communication functions

• Restricted types of AAC apps

• (McNaughton & Light, 2014)

• Importance of research:

• Make evidence-based decision

• Advocate for funding support

Deciding Which App to Use…

- More than 200 apps available - Most have little research

evidence - Different visual display types

could influence acquisition (Gevarter, 2014)

- http://www.janefarrall.com/aac-apps-lists/

• 54% had received an AAC evaluation

• 38% acquired professional opinions to guide decision making (McNaughton & Light, 2013)

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Using iPads to Teach Communication Skills of Students with Autism (Xin & Leonard, 2014)

• AAC app: Sono Flex

• Instructional strategy: least-to-most prompt hierarchy with time delay

• Implemented by a TA in a special education classroom during Language Arts and recess

• Intervention duration: two days/week for six weeks

• Targeted requesting, responding, and commenting

• Participants: three 10-year-old students with ASD and moderate cognitive disability

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Using iPads to Teach Communication Skills of Students with Autism (Xin & Leonard, 2014)

• Results: increase in requesting, responding, and commenting in both settings

• Significance:

• Short intervention

• Multiple types of expressive communication improved

• Less costly app

• Limitations: small sample size, lack of evidence of independent communication, research design shortcoming, etc.

Bridging the Research to Practice Gap

• Importance of data collection

• Use tools to guide AAC apps decision-making:

• Systematic reviews

• Preference assessment

• Rubric for assessing an AAC app (Parker & Zangari, 2012)

• Search for alternatives with different features using this list

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Systematic Reviews on AAC Apps

• Kagohara, D. M., van der Meer, L., Ramdoss, S., O’Reilly, M. F., Lancioni, G. E., Davis, T. N., . . . Sigafoos, J. (2013). Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34, 147-156. doi:10.1016/j.ridd.2012.07.027

• van der Meer, L., Sigafoos, J., O’Reilly, M. F., & Lancioni, G. E. (2011). Assessing preferences for AAC options in communication interventions for individuals with developmental disabilities: A review of the literature. Research in Developmental Disabilities, 32, 1422-1431. doi:10.1016/j.ridd.2011.02.003

Preference Assessments

• Teach an individual to use more than one type of AAC devices

• Allow the individual to choose between the AAC devices by offering plenty of opportunities

• Individuals may show preference of one AAC over another (van der Meer et al., 2011)

• Preference of the family should be considered (Caron, 2015)

• Assessment priority

• Implementation preference

• Needs

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Rubrics for Assessing AAC

• Rubric for assessing an AAC app (Parker & Zangari, 2012)

List of AAC Apps

• Search for alternatives with different features using this list

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References

• Caron, J.G. (2015). "We bought an iPad": Considering family priorities, needs, and preferences as an AAC support provider. Perspectives on Augmentative & Alternative Communication, 24, 5-11. doi:10.1044/aac24.1.5

• McNaughton, D., & Light, J. (2013). The iPad and mobile technology revolution: Benefits and challenges for individuals who require augmentative and alternative communication. Augmentative and Alternative Communication, 29, 107-116. doi:10.3109/07434618.2013.784930

• van der Meer, L., Sigafoos, J., O’Reilly, M. F., & Lancioni, G. E. (2011). Assessing preferences for AAC options in communication interventions for individuals with developmental disabilities: A review of the literature. Research in Developmental Disabilities, 32, 1422-1431. doi:10.1016/j.ridd.2011.02.003

• Xin, J.F., & Leonard, D.A. (2014). Using iPads to teach communication skills of students with autism. Journal of Autism and Developmental Disorders. Advance online publication. doi: 10.1007/s10803-014-2266-8

• Zangari, C. (2012, June 15). [Web log message]. Rerieved from http://praacticalaac.org/praactical/introducing-relaaacs-rubric-for-evaluating-the-language-of-apps-for-aac/