Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14
description
Transcript of Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14
![Page 1: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/1.jpg)
Autism: Technology & Communication - Part 1
Gwendolyn Meier Eberhard, SLP, MT Villa Esperanza Services
![Page 2: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/2.jpg)
Disclaimer
• The speaker has no financial or non-financial interests in the information or products in this presentation
• The speaker received an honorarium from the Autism Society of the Inland Empire for this presentation
![Page 3: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/3.jpg)
Learning ObjectivesParticipants will:
1. Identify 3 iPad apps that can be used to build early language skills
2. Recognize the difference between operation of a touchscreen tablet for recreation and the potential to use a tablet for communication
3. Identify visual supports that can be used to increase the understanding of language vs. expressive communication
4. Understand the important role that modeling aided language plays in the language-learning process
5. Identify 3 activities that can be used to teach and support functions of communication beyond labeling
![Page 4: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/4.jpg)
Agenda
iPad Apps for
Language Development
iPad Apps for
Augmenting Communication
Teaching Language through
AAC
!
BREAK 10:45-11:00
![Page 5: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/5.jpg)
Hi! Who’s Here?
Parents Teachers
Speech People Other professionals
![Page 6: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/6.jpg)
![Page 7: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/7.jpg)
Today’s screen shots can be found in the full presentation - link on the Redlands 2014 tab at
scaacn.blogspot.com/p/redlands-2014.html
Redlands 2014
![Page 8: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/8.jpg)
What an iPad CAN do:• Engaging apps for practicing skills
previously paper-based • Lure of the backlit screen • Touch access vs. mouse • Portability a computer lacks
![Page 9: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/9.jpg)
• Opened up AAC consideration previously out of reach due to lack of SLP exposure
• Provide relatively low-cost options in a very expensive AAC landscape
What an iPad CAN do:
![Page 10: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/10.jpg)
Play on the iPad may not necessarily lend itself to communication skills
![Page 11: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/11.jpg)
Speech vs. LanguageThe means of communicating
!
• Articulation !
• Voice !
• Fluency !
!
![Page 12: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/12.jpg)
Speech vs. LanguageThe means of communicating !
• Articulation !
• Voice !
• Fluency !!!
Shared rules of the symbolic system !
• What words mean • How to make new
words • How to put words
together • What word
combinations are best in what situations
![Page 13: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/13.jpg)
Language Domains
• Vocabulary
(aka. semantics, word meanings, verbs, adjectives, prepositions, pronouns, )
![Page 14: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/14.jpg)
Language Domains
• Vocabulary
• Grammar
(aka. syntax, word order, verb agreement, complete sentences)
![Page 15: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/15.jpg)
Language Domains
• Vocabulary
• Grammar
• Concepts
(categories, opposites, location, direction, time relationships, emotions)
![Page 16: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/16.jpg)
Language Domains
• Vocabulary
• Grammar
• Concepts
• Understanding
(receptive language, making sense of what you hear and read)
![Page 17: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/17.jpg)
What are your student’s language goals?
•Vocabulary •Grammar •Concepts •Understanding
![Page 18: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/18.jpg)
Language Goals• Multi-word utterances,
Grammatically correct sentences
• Answering Questions: Wh-Questions, Yes/No
• Categories, Word Relationships, Similarities and Differences, Compare and Contrast, Definitions
• Verbs: Past tense, future tense
• Story problems (math)
• Parts of speech:
• Adjectives (colors, number, describing words)
• Prepositions (under, between, above)
![Page 19: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/19.jpg)
App Match
Goal Goal Goal
app appapp
First ask:
What is the goal?
!
Then ask:
Is there an app for that?
![Page 20: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/20.jpg)
Bad App Match
1.Really great looking app.
2.How can my student benefit?
Goalapp
![Page 21: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/21.jpg)
Warning #1: Goals Guide Activities
• This is what the teacher or SLP will do when they individualize any learning activity to student needs
Needs Goals Activities
![Page 22: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/22.jpg)
Warning #2: Apps are Not Language Therapy
• But they can help us help students!
• Many times, the app is most useful when structured and/or mediated by an adult
![Page 23: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/23.jpg)
Warning #3: Apps are Not Communication
• The essential aspect of communication should be in face-to-face interaction and play, not on a computer or app
![Page 24: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/24.jpg)
Let’s look at the Apps!
![Page 25: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/25.jpg)
![Page 26: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/26.jpg)
First Phrases
![Page 27: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/27.jpg)
First Phrases• Early language development
• 2- to 4-word phrases
• Animations bring verbs to life
• Record your voice speaking the phrase
• Text - ON or OFF
![Page 28: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/28.jpg)
First Phrases• 3 Levels of Play - Easy, Normal, Challenge
Easy, Normal Challenge
![Page 29: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/29.jpg)
Let’s play a round
• Level - Normal
![Page 30: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/30.jpg)
Let’s play a round
• Level - Normal
• Text OFF
![Page 31: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/31.jpg)
Let’s play a round
• Level - Normal
• Text OFF
• 3-part phrase
![Page 32: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/32.jpg)
Let’s play a round
• Level - Normal
• Text OFF
• 3-part phrase
on the iPad!
![Page 33: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/33.jpg)
First Phrases
• Verbs: Close, cut, drink, drive, drop, eat, kick, open, play, pop, pour, pull, push, ride, roll, throw, wash, go on, jump off, jump on, jump over, put away, put on, sleep on, step over, take off, take out, turn off, turn on
• Lite: Close, drink, drive, sleep on, turn on
![Page 34: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/34.jpg)
Additional Language Targets
• Unlock Girl and Boy characters to create your own phrases and target pronouns
“He”
“She”
![Page 35: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/35.jpg)
First PhrasesAdditional Language Targets:
• Pause the animation and talk about what the character did (past tense)
![Page 36: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/36.jpg)
Picture the Sentence
![Page 37: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/37.jpg)
Picture the Sentence• Auditory processing
• Create a picture of what you hear in your mind
• Auditory working memory - hear and retain
• Respond to multiple cues - Attend to the important elements
• Find a corresponding picture
![Page 38: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/38.jpg)
Picture the Sentence• Hear and see a phrase (option for audio only)
• Wait time between is optional (5-40 seconds)
• Then choose the best picture
![Page 39: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/39.jpg)
Picture the Sentence• 3 Levels of Difficulty
• Easy - visuals stay, slow presentation
!
• Intermediate - visuals flashed, moderate
!
• Advanced - no visuals, moderate-fast
!
• Text with the presentation - ON or OFF
![Page 40: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/40.jpg)
Picture the Sentence• Visual cues - color drawings, stick figures, none
• Nouns (boy, girl) or pronouns (he, she, they)
• Simple sentence types:
• subject+verb
• subject+verb+object
• subject+verb+prepositional phrase
• subject+verb+object+prepositional phrase
![Page 41: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/41.jpg)
Picture the SentenceRespond to multiple cues:
“The children are drinking orange juice on the couch”
![Page 42: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/42.jpg)
Picture the Sentence“The children are drinking orange juice on the couch”
![Page 43: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/43.jpg)
Picture the Sentence• Progress tracking
![Page 44: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/44.jpg)
Apps for Similar Goals
• Splingo’s Language Universe
!
• Auditory Workout
![Page 45: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/45.jpg)
Fun with Directions
More Fun with Directions
![Page 46: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/46.jpg)
Fun with Directions• Easy -
• (No foils) Color the ball. Close the window.
!
• (Field of 3) Open the door on top. Give the girl a bed.
![Page 47: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/47.jpg)
Fun with Directions• Intermediate
• (F:5) Touch something that says meow.
• Look on the middle shelf. There is something yellow. Put it in the basket.
• Open a red door on the top row. On the bottom row, open a red door.
![Page 48: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/48.jpg)
Fun with Directions• Advanced
• (F:5) Touch something you make by blowing on it.
• Look for something on the middle shelf that goes on a foot. Put it in the basket.
• Open the second door in the bottom row.
• Give the boy without a hat or glasses something that you put food on. It goes on a table.
![Page 49: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/49.jpg)
Fun with DirectionsFWD Concepts:
• Location words (bottom, middle, top)
• Actions (erase, touch, open, close, push, give)
• Colors
!
More FWD:
• Location words (above, below, behind, in front, on, under, up, down)
• Actions (put in, take out, turn on, turn off)
![Page 50: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/50.jpg)
Fun with Directions & More Fun with Directions
GOALS:
• Auditory memory
• Auditory processing
• Following directions
• Spatial concepts
![Page 51: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/51.jpg)
Fun with Directions• Progress tracking - similar to Picture the Sentence
![Page 52: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/52.jpg)
Social Language
• Level 1, Level 2, Advanced (teen/adult)
• 3 Activities (65-75 tasks per activity)
1. Listening & Facial Expressions
2. Body Language & Perspective-Taking
3. Idioms & Slang
![Page 53: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/53.jpg)
Back-To-$chool $ALE
• 30-50% off all Hamaguchi Apps
• Through 9/15/14X
![Page 54: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/54.jpg)
Apps from
![Page 55: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/55.jpg)
Preposition Builder
• Drag the word to fill in a blank
• Reading required
![Page 56: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/56.jpg)
Preposition Builder
Most Important:
• Settings
• Play
![Page 57: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/57.jpg)
Preposition Builder
• Settings changes the set
• Correction procedure
• Audio recording
• Progress tracking
![Page 58: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/58.jpg)
Preposition Builder
![Page 59: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/59.jpg)
Preposition Builder
![Page 60: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/60.jpg)
Preposition Builder+Correction+
![Page 61: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/61.jpg)
Rainbow Sentences
• Formulate sentences about what you see
• Order the words
![Page 62: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/62.jpg)
• Word grouping
• Color coding
• Progress tracking
![Page 63: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/63.jpg)
Rainbow Sentences
• Listen back - Play
• Check your work - I’m done
• Extra step: Recall and retell your sentence
![Page 64: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/64.jpg)
More Advanced Language Goals
![Page 65: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/65.jpg)
Conversation Builder & CB Teen
![Page 66: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/66.jpg)
Conversation Builder
• Elementary and Teen versions
• Respond in role-play with an in-app “peer”
• Multiple choices (text and audio)
• Records your voice
![Page 67: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/67.jpg)
Conversation Builder
• 1 on 1 (add half the conversation)
• Group setting (Photo only)
• 4-exchange or 8-exchange
• Record your turns and listen to the final product
![Page 68: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/68.jpg)
Conversation Builder• Elementary and Teen versions
• 4-exchange or 8-exchange
• 1 on 1 (add half the conversation)
• Group setting (Photo only)
• Record your turns and listen to the final product
![Page 69: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/69.jpg)
Verbal Reasoning
![Page 70: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/70.jpg)
Verbal Reasoning • Identify problem, cause, and solution
• Predicting what happens next
• Negative Wh-questions
• State differences and similarities
• State pros and cons
• What would happen if…?
• Why Questions
![Page 71: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/71.jpg)
Verbal Reasoning 3 multiple choices (audio and/or text)
• ID problem, cause, solution
• 150 items
• Predicting what happens next (text paragraph)
• 50 items
![Page 72: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/72.jpg)
Verbal Reasoning
• Features:
• Requires all 3 options be heard before making a choice
• Progress Tracking
• Report can be emailed
![Page 73: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/73.jpg)
Creative / Customizable Apps
![Page 74: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/74.jpg)
My Play Home• Virtual, interactive dollhouse
• Categorized contents by room
• Various characters
• Many actions possible
• Hours of fun!
![Page 75: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/75.jpg)
Let’s take a home tour!
on the iPad!
![Page 76: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/76.jpg)
My Play Home Stores• 4 Stores with employees
• Grocery, Produce, Ice Cream, Clothing
• Two apps connect
![Page 77: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/77.jpg)
My Play Home• Solo play
• Great for promoting symbolic concept development, reinforcing categories
• Together play
• Unlimited expressive and receptive language possibilities!
• (Adult holds the iPad)
![Page 78: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/78.jpg)
Barrier Games• 2 or more players
• Some kind of barrier(s) so that players cannot see each others materials (books, file folders, or binders can work as barriers)
• Same set of materials
• Without any visual cues
• Goal: Give and receive directions on how to arrange the materials
• All players’ materials look the same at the end of the activity
![Page 79: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/79.jpg)
Barrier GamesPick a room or store and arrange items and people in a certain way.
Take a screen shot, send it to a computer and print
• Receptive: Give the student the iPad with a “tidied” room and give spoken instructions on where things should go, which elements to change
• Expressive: Give the student the print out and have them tell YOU where each element needs to be placed
![Page 80: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/80.jpg)
![Page 81: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/81.jpg)
• Receptive: Give the student the iPad with a “tidied” room and give spoken instructions on where things should go, which elements to change
![Page 82: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/82.jpg)
• Expressive: Give the student the print out and have them tell YOU where each element needs to be placed (you have the iPad)
![Page 83: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/83.jpg)
![Page 84: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/84.jpg)
More GoalsWord Comprehension
• Backyard: Touch the watering can, Point to a flower
Following Directions
• Kids Bedroom: Put the girl in bed
• Bathroom: Turn on the shower then brush the boy’s teeth
• Kitchen: Open the fridge and take out a piece of pizza
Prepositions
• Bathroom: Put the shampoo under the sink
![Page 85: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/85.jpg)
More GoalsTime Concepts
• Living room: Before you go to the kitchen, turn off the stereo
Problem Solving
• Kid’s Bedroom: What will make it brighter in this room?
Social Skills
• Any room: Provide dialog for the characters, greet, ask questions, comment
![Page 86: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/86.jpg)
Dr. Panda’s Day Care• Similar features, plus ongoing actions
• Present progressive tense -ing
Bouncing
Rocking
![Page 87: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/87.jpg)
Book Creator
• By: Red Jumper Studio
• Create “books” that include photos, video, text, drawing, music
• Record narration on each page to make an “audio book” students can read to themselves
![Page 88: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/88.jpg)
Book Creator• Consumption - books you write for them
• Production - books they write themselves (or with help)
Written by three, 4th grade students who have autism
FREE in the iBooks Store
on the iPad!
![Page 90: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/90.jpg)
Book Creator
• Expository writing - gives information
• Narrative writing - tells a story
• Create personalized, talking flashcards for any subject
![Page 91: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/91.jpg)
Planets flashcards
![Page 92: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/92.jpg)
• Export to iBooks and read on the iPad (within the book)
• Export as a PDF and email it
• Print from your iPad or computer
![Page 93: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/93.jpg)
Book CreatorEndless possibilities:
• “What I did on my vacation...”
• Record lines for a play to aid memorization
• Create a Social Story for a new experience
• Video yearbook
![Page 94: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/94.jpg)
Tactilly
![Page 95: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/95.jpg)
Tactilly
• By: Tactilly, LLC
• Create personally relevant photo albums
• Use your own photos or pics from the web
• Hotspots that talk
• Unlimited pages
![Page 96: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/96.jpg)
Tactilly• Any Language Domain can be addressed
• Albums for each student’s goals
• (Speech too - articulation targets with an auditory model)
• Consumption - Albums made for them
• Production - Students can create too!
![Page 97: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/97.jpg)
Tactilly
![Page 98: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/98.jpg)
Tactilly
![Page 99: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/99.jpg)
Tactilly
![Page 100: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/100.jpg)
Tactilly
![Page 101: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/101.jpg)
Guided Access
Disable the Home button locks you
into an app
![Page 102: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/102.jpg)
Guided Access How To
• Settings - Accessibility - Guided Access ON
• Choose a password
• Triple click the home button
scaacn.blogspot.com
![Page 103: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/103.jpg)
Warnings
1. Goals guide activities (and apps)
2. Apps are not language therapy in and of themselves
3. Apps are not communication
![Page 104: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/104.jpg)
AAC Apps for Augmented
Communication
![Page 105: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/105.jpg)
Augmentative and Alternative Communication (AAC)
• Supports for communication
• Often for nonverbal communicators !
• Unaided - sign language, gestures
• Aided -
• Communication boards
• Picture exchange
• Speech-generating/voice output devices
![Page 106: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/106.jpg)
AAC is more than the iPad…
![Page 107: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/107.jpg)
An AAC system should...• Increase participation: classroom, work,
community, home • Address communication goals: IEP, personal,
work • Support efficient and interactive communication • Provide the user with meaningful language • Support language and literacy learning • Be age-respectful • Provide a positive support to behavior
![Page 108: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/108.jpg)
Currently over 100 iPad apps designed to be communication tools Variety of levels of complexity and co$t Decision-making:
Speech Language Pathologists, special educators, and parents ALL need guidance
App Explosion
![Page 109: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/109.jpg)
AAC Evaluation• Is essential • Must be conducted by, or include, a
Speech-Language Pathologist (SLP) experienced in AAC
![Page 110: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/110.jpg)
AAC Evaluation:• Language stage & literacy development • Symbol/icon recognition*
-Ability to visually discriminate between symbols and locations • Physical access
-Motor ability to point to, give, push a button, turn page, look at
• Categorization and Memory
-Cognitive ability to find vocabulary needed for expression • Trial period • Recommendation of an appropriate communication system
-Picture cards, choice boards, buttons, screens, etc.
![Page 111: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/111.jpg)
The iPad is not a fit for everyone
Play on the iPad may not necessarily lend itself to communication skills
![Page 112: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/112.jpg)
So, how do we go from this...
...to this?
![Page 113: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/113.jpg)
Initial Questions
• Can they access directly? (point, tap, release)
• Can they navigate between pages?
• Or do they need a single page of choices?
![Page 114: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/114.jpg)
• What language stage?
- Similar stages to spoken language
• What do they need to communicate to control their environment?
• How many different messages? In how many environments?
Initial Questions
![Page 115: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/115.jpg)
• What language stage?
- Similar stages to spoken language
• Can they navigate between pages?
• Or do they need a single page of choices?
Initial Questions
![Page 116: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/116.jpg)
![Page 117: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/117.jpg)
LAMP Words For Life Advantages/ Disadvantages
✓ Fixed number of locations
✓ Excellent “hide” feature to limit visible vocabulary
- Small button size
- Uncommon symbol system and organization
- No voice recording
![Page 118: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/118.jpg)
LAMP Words For Life✓One Motor Pattern per Word allows for the
development of quick effortless communication
✓ Vocabulary Builder shows only targeted words to limit distractions and increase success.
✓Word Finder shows the location where a word is stored
![Page 119: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/119.jpg)
![Page 120: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/120.jpg)
Proloquo2go Advantages
✓ Relatively easy to program (with practice)
✓Copy and paste multiple buttons at a time
✓ Suggests symbols for new buttons
✓ Vast symbol library, allows photos
✓Developer adds features, languages
![Page 121: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/121.jpg)
Proloquo2go Disadvantages
- Requires significant customization to access a robust vocabulary
- One button size across all pages
- No voice recording
![Page 122: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/122.jpg)
Basic Communication
![Page 123: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/123.jpg)
Hiding Buttons in Customized Core Vocab
![Page 124: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/124.jpg)
TouchChat with WordPower Advantages
✓ Robust built-in vocabularies at different levels
✓ Intuitive navigation for message construction
✓ Relatively easy to program (with practice)
✓Ample symbol library + photos, videos, music, voice recording
![Page 125: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/125.jpg)
- Doesn’t copy/paste multiple buttons
- Requires symbol search for new buttons
- Developer slower with adding features
TouchChat with WordPower Advantages
![Page 126: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/126.jpg)
Full Screen Hidden Buttons
![Page 127: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/127.jpg)
MultiChat 15
![Page 128: Autism:Technology & Communication - Part 1, Univ. of Redlands, 11.15.14](https://reader031.fdocuments.in/reader031/viewer/2022013011/5591a9de1a28ab4b6b8b458f/html5/thumbnails/128.jpg)
Don’t forget to look at Part 2!
Email: [email protected] !
Blog: www.scaacn.blogspot.com Facebook: facebook.com/socalaac.scaacn Twitter: @scaacn