autism and assistive technology - 2nd oct 2012

Autism Masterclass

Spectronics Inclusive Learning Technologies

Amanda Hartmann Inclusive Technology Consultant(Speech Pathologist)

What do you hope to learn today?

Goals

I want to change your cycle.....

Crazy or success?

OVERVIEW• What is Autism?

• Technology

• Communication

• Behaviour

• Social development

• Questions

What is Autism?Part 1

AutismAutism Spectrum Disorder (ASD)

Range of conditions that share common characteristics, including difficulties with communicating, problem

solving and interacting.

Communication

Social development

Behaviour

ASD

Your student

Communication

Social Development

Behaviour

Early warning signsSeek advice if you see some or

many of these behaviours:

• Doesn't smile at familiar people

• Doesn't respond to name

• Doesn't easily engage in or even enjoy games

• Doesn't use eye contact

• Doesn't point to things

• Doesn't understand instructions

Early warning signs, more...Seek advice if you see some or

many of these behaviours:

• Intense interest in narrow range of topics

• Obsessed with one game or toy

• Easily upset by change, demands routine

• Unusual body movements

• Extremely sensitive to sensory experiences

• Seeks sensory stimulation

Functional assessment

Needs Strengths

Motivators Challenging behaviours

Translates...Into meaningful goals

Functional assessment

• Look at the child in context, and the behaviour in a real context

• What are the functions of the behaviour- what and why is the child achieving?

• Plan and implement strategies

Behaviours

• Make descriptions of behaviour specific

• What exactly, when exactly, where?

• Record frequency and duration

• Record reactions and consequences to intervention

Functions 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

spectronics.com.au/blog/tools-and-resources/sett

Other disability groups • Speech and language impairments

• Physical impairments

• Intellectual impairments

• Learning difficulties

• Sensory impairments

Overview of the Technology

Part 2

TechnologyCurrently being used:

• Computers/ laptops

• Specialised software

• Websites

• Mobile tablet technologies, eg iPad

• Growing and expanding

Key principles to using technology for students with Autism

• Must be VISUAL

• Be implemented with positive behavioural supports

• Must be functional, motivating and interactive

TechnologyIntegrate use to:

• Improve and develop a communication system

• Assist development of social skills

• Enhance ability to learn

Low techSymbol cards

Symbol boards Visual tools

Sign language

Range of technology for communication

Symbols Software

Communication devices iPad apps

iPad revolution

iPad craze iPad frenzy

iPad revolution

New technologies• Mobile and portable

• Easily accessed

• "Normal"

• Motivating

• Cost effective

• User-friendly

• Engaging

• Multi-Functional

Challengesand solutions...

• Durability

Solution: protective cases and coverings


• Finding the right Apps/program's

Solution: access blogs and websites that review apps, Autism Apps.


• One size fits all?

Solution: no quick fix, no single solution, team assessment and problem solving


• 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.

spectronics.com.au/blog/tools-and-resources/sett


• ICT .... ie... It Can't Teach

Solution: not the total solution, success relies on the teacher still teaching


• Training and support

Solution: funding to support ongoing and continuing professional development, access to the right training


• Ongoing support to implement

Solution: access to regular support services and therapies, collect and review data


• 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

REMEMBER....Continue to support students:

• With clear goals and objectives

• While continuing to collect data

• While reviewing what works and what doesn't

• And stay flexible and ready to make changes on the run

CommunicationPart 3

Communication skillsAffected in different ways

• Significant delays in speaking, use and understand fewer words

• Not speaking at all (nonverbal)

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

Communication

Goals

• Increase use and understanding of words

• Improve comprehension and listening skills

• Develop and extend vocabulary

• Develop and extend spoken language skills

To expand and support oral language

• Practical examples

• Clicker

• Symwriter

• Symbol activities- language activities, songs and stories

Software plus

Language activities

Stories

Apps for oral language

Interactive apps

• Create a car

• Cookie doodle

• My PlayHome

• ClickySticky

• Toca Tea Party

Structured learning apps

• Special words

• Splingo!

• ABA flashcards

• Speech with Milo

Sentence building apps

• Sentences builder

• Rainbow sentences

• The bag game

Communication

• 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

Nonverbal

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)

Goals

• Establish a system of communication

• Present a range of modes as the person selects their preferred method

Before you do anything....

• Consult with team

• Trial and test apps/devices if possible

• Be prepared to invest time and money into programming, training team members and implementation

Tips for success..

• Specific Vocabulary selection and design

• To be engaging, interactive, fun, motivating and purposeful

• Modelling of device/ board/ book

Low techPicture exchange

Aided Language boards

Communication Devices

Practical ideas and suggestions

IPads and Apps for AAC

Apps for AAC list

http://www.spectronicsinoz.com/iphoneipad-apps-for-aac

Apps for AAC

• Proloquo2go

• Sonoflex

• Grid player

• Sounding board

• Alexicom

Symbol based

Apps for AAC

• Verbally

• Predictable

Text-based

Apps for AAC

• Pictello

• Creative Book Builder

Social communication

BehaviourPart 4

BehaviourComplex and variable

• Prefer routines and sameness and dislike change

• Meltdowns

• Repetitive behaviours

• Obsess over particular interest areas

• Sensory challenges affect behaviours

• Seek sensory stimulation

Behaviour supported with

Visual tools

Benefits of visual tools• 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

Visual tools are useful for:• Schedules, timetables and routines

• Class rules

• First -then

• Visual timers

• Rewards

• Organising the environment

Created in...

• Symwriter

• Boardmaker

• On iPad using variety of apps

Schedules

Timetables

First - then

Apps for schedules, timetables, routines,class rules and first-then

• Proloquo2Go

• iCommunicate

• Visual routines

• iPrompts XL

• Choiceworks

• First Then

Visual Timers

• APPS:

• Bang! boom! Buzzer

• Visual Timer

• iPrompts XL

• Time Timer

• Sharing timer

Rewards

• Low tech

• iPad as the reward

• App: iEarntThat

• App: Token board

Rewards

Organise the environment

• Photos

• Symbols

• Pictello

Social development Part 5

Social development Early social interaction is difficult

• 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

Goals for interaction• Engagement

• Eye contact and interaction

• Turn taking

• Language stimulation

• Listening and following directions

• Requesting and commenting

• Learning in a fun way!

Low tech/ no tech

• Intensive interaction

• Imitating

• Following the child's lead

• Motivators

Apps for interaction

• Toca Boca

• Sound Touch

• Playschool Art Maker

• Aunty Maggie's recipe

• Stop & Go

In those children who do develop speech

• 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 emotions

Social development

Teaching Social skills requires: • 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

SEE THINK DO SAYBuild internal dialogue

Social Stories

Visual, video, photo stories created for specific learning of specific social behaviours

Originally developed by Carol Gray www.thegraycentre.org

Can be used:

• To prepare someone for new events and experiences

• To teach positive behaviour

• To teach a new skill

The structure

• 3 types of sentences

• Descriptive - provide information

• Perspective - describe internal states

• Directive - tells the person what to do to be successful

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

Tips for implementing• One at a time

• Practice BEFORE the challenging situation occurs

• Clear instructions for use

• Consistent across all support

• Review and revise

Create with• Clicker

• PowerPoint

• A variety of Apps: Pictello, Puppet Pals

Super low tech...

Super low tech....

Convert to symbols

Goals and target areas

• Feelings

• Friendships

• Conversations

• Conflict resolution

• Classroom behaviour

Feelings

• Recognising and identifying feelings

• Expressing feelings

• Handling feelings of anger, anxiety, stress

Friendships

• Making friends

• Maintaining friendships

• Sharing, winning and losing

• Eye contact, body language, talking and listening.

Conversations

• Conversation rules

• Initiating, maintaining and ending conversations

• Topics

• Taking turns

• Asking questions

Conflict Resolution

• Negotiation

• Problem solving

• Accept ways to resolve conflict

• Choices when faced with conflict

• Bullying and teasing

Classroom Behaviours• Listening and attention,

following directions

• Asking for help

• When you don't understand

• Interrupting

• Asking permission

• Answering questions

Apps for Social Skills

App suggestions

• Emotions

• Emotion x

• Smarty Pants

• My life skills box

• Social skills builder

• Calm counter

• Choiceworks

• Conversation builder

• Friends Book

• iPrompts XL

QuestionsSpecific technology questions and solutions

Write 123......

• 1 thing you are going to do tomorrow that will make a difference immediately

• 2 things that you are going to get more information on

• 3 things that you are going show other people where you work

Apps for Special EducationBy the Spectronics Consultancy Team

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Spectronics Consultancy Team

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