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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/
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