Michelle Schaladant IPadposter.og7.15
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Introduction • Benefits of acknowledging the home language during interventions (Soto & Yu, 2014) • Learning outcomes have less to do with number of languages than conditions in which language is learned (Soto & Yu, 2014) • iCan Chat provided child- directed interventions, using iPad, with parent coaching to improve the communication of nonverbal children • A variety of communication apps were used based on the child’s needs Alternative (AAC) Interventions to Nonverbal Children with ASD from Bilingual Homes Olivia Grubman, B.S., Michelle Schladant, Ph.D., Anamaria Nevares, M.A., Claudia Coron, M.A. CCC-SLP, Monica Dowling, Ph.D. Device Usage • 40% used AAC only at school/therapy* • 60% used AAC across environments* • Some parents felt like they didn’t need to use a device at home: -Some parents use signs at home -I understand her nonverbal cues *percentages based on 15 responses Perceived Benefits • More portable than other AAC devices • Helps with literacy (e.g., spelling) • Helps with behavior: -When he is upset and can’t say what he wants, the iPad calms him down Barriers* *percentages based on 15 responses iPad Other AAC Want iPad/AAC, but don't have Doesn't need AAC Views on AAC and use of home language • 58% mothers would like the option of having another language on AAC device -Would be helpful for family [members] who don’t speak English • 42% mothers didn’t want another language on the iPad -I don’t want to confuse him -Need to focus on one language... Otherwise too much for my child to understand -School and therapies in English *based on 12 responses 67% 17% 5% 11% References Soto, G., Yu, B. (2014) Considerations for the Provision of Services to Bilingual Children Who Use Augmentative and Alternative Communication. Augmentative and Alternative Communication, 2014; 30(1): 83-92 Conclusions • Increase in families of diverse backgrounds need to better understand how to use technology in culturally, linguistically, and developmentally appropriate ways • Barrier that AAC devices do not support the home language • More education and research regarding exposure to two languages in children with ASD Cost Distractions on iPad Technology is too hard 33% 33% 27% 7% Who Participated • 18 of 28 families completed phone survey • 61% Hispanic & 19% non- Hispanic • 61% had a diagnosis of ASD & 19% had another diagnosis • Ages 2-12 years old • Range of income levels
Transcript of Michelle Schaladant IPadposter.og7.15
A female with a premutation and a full mutation genotype: a case report.
Introduction Benefits of acknowledging the home language during interventions (Soto & Yu, 2014) Learning outcomes have less to do with number of languages than conditions in which language is learned (Soto & Yu, 2014) iCan Chat provided child-directed interventions, using iPad, with parent coaching to improve the communication of nonverbal children A variety of communication apps were used based on the childs needsPuedo Comunicarme! A Model for Providing Augmentative and Alternative (AAC) Interventions to Nonverbal Children with ASD from Bilingual Homes
Olivia Grubman, B.S., Michelle Schladant, Ph.D., Anamaria Nevares, M.A., Claudia Coron, M.A. CCC-SLP, Monica Dowling, Ph.D.Device Usage
40% used AAC only at school/therapy*60% used AAC across environments*Some parents felt like they didnt need to use a device at home:-Some parents use signs at home -I understand her nonverbal cues*percentages based on 15 responsesPerceived Benefits More portable than other AAC devicesHelps with literacy (e.g., spelling) Helps with behavior:-When he is upset and cant say what he wants, the iPad calms him down because he can express his needsBarriers*
*percentages based on 15 responses
Views on AAC and use of home language58% mothers would like the option of having another language on AAC device-Would be helpful for family [members] who dont speak English42% mothers didnt want another language on the iPad -I dont want to confuse him-Need to focus on one language... Otherwise too much for my child to understand-School and therapies in English*based on 12 responses 67%17%5%11%ReferencesSoto, G., Yu, B. (2014) Considerations for the Provision of Services to Bilingual Children Who Use Augmentative and Alternative Communication. Augmentative and Alternative Communication, 2014; 30(1): 83-92 Conclusions Increase in families of diverse backgrounds need to better understand how to use technology in culturally, linguistically, and developmentally appropriate waysBarrier that AAC devices do not support the home language More education and research regarding exposure to two languages in children with ASD who use AAC33%33%27%7%Who Participated18 of 28 families completed phone survey61% Hispanic & 19% non-Hispanic61% had a diagnosis of ASD & 19% had another diagnosisAges 2-12 years old Range of income levels
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