16. Don't throw the baby out with
the bath water!
Remember that the iPad is just one tool in our arsenal
to help us successfully support students with Autism
What other tools do we use?
17. Key principles to
using technology for
students with Autism
• Must be VISUAL
• Be implemented with positive behavioural
supports
• Must be functional, motivating and
interactive
18. Technology
Integrate use to:
• Improve and develop a communication
system
• Assist development of social skills
• Enhance ability to learn
21. Challenges
and solutions...
• Durability
Solution: protective cases and coverings
22. Challenges
and solutions...
• Finding the right Apps/program's
Solution: access blogs and websites that
review apps, Autism Apps.
23. Challenges
and solutions...
• One size fits all?
Solution: no quick fix, no single solution, team
assessment and problem solving
24. Challenges
and solutions...
• 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.
25. Challenges
and solutions...
• Training and support
Solution: funding to support ongoing and
continuing professional development, access
to the right training
26. Challenges
and solutions...
• Ongoing support to implement
Solution: access to regular support services
and therapies, collect and review data
27. Challenges
and solutions...
• 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
28. REMEMBER....
Continue to support students:
• With clear goals and objectives
• While continuing to collect data
• While reviewing what works and what
• Support within curriculum guidelines
• Ongoing training and support for staff
• And stay flexible and ready to make changes
on the run
33. Choosing apps - Rubric
Curriculum Grade /
APP Name Cost
focus Stage
DOMAIN 4 3 2 1
Skill(s) reinforced are strongly Skill(s) reinforced are related to the Skill(s) reinforced are prerequisite or Skill(s) reinforced in the app are not
Curriculum connected to the targeted skill or targeted skill or concept foundation skills for the targeted skill clearly connected to the targeted
Connection concept or concept skill or concept
Targeted skills are practiced in an Some aspects of the app are Skills are practiced in a contrived Skills are practiced in a rote or
Authenticity authentic format/ problem-based presented in an authentic learning game/simulation format isolated fashion (e.g. flashcards)
learning environment environment
Feedback is specific and results in Feedback is specific and results in Feedback is limited to the Feedback is limited to the
Feedback improved student performance improved student performance (may correctness of student responses correctness of student responses
include tutorial aids) and may allow students to try again
App offers complete flexibility to App offers more than one degree of App offers limited flexibility to adjust App offers no flexibility to adjust
alter settings to meet student needs flexibility to adjust settings to meet settings to meet student needs (e.g., settings to meet student needs
Differentiation student needs few levels such as easy, medium, (settings cannot be altered)
hard)
Students can launch and navigate Students can launch and navigate Students can launch and navigate Students need constant teacher
within the app independently within the app independently after within the app independently after support in order to use the app
User demonstration by teacher. demonstration by teacher. Students
Friendliness require intermittent support.
Students are highly motivated to use Students use the app as directed by Students view the app as “more Students avoid the use of the app or
Student the app and select it as their first the teacher schoolwork” and may be off-task complain when use of the app is
Motivation choice from a selection of related when directed by the teacher to use assigned
choices of apps the app
Students work can be published in Students work can be published in Students work can be only be Students work cannot be published.
multiple formats and/or social media multiple formats and/or social media published to a computer.
Publishing sites sites after being transferred to a
computer.
Data is available electronically to the Data is available electronically to Data is available electronically to the The app does not contain a summary
student and teacher as a part of the student on a summary page and may student, but is not presented on a page.
Reporting app. be screenshot to share with teacher single summary page.
App connects seamlessly to Wi-Fi App connects to Wi-Fi network with App requires port change to connect App unable to connect to Wi-Fi
Connectivity network manual configuration to Wi-Fi network network
Originally created by Harry Walker: Edited, with permission, by Kathy Schrock: Updated by Greg Alchin
34. Websites / online
• Spectronics Blog and app lists.
http://www.spectronicsinoz.com/blog/apple/
• APPITIC.
http://appitic.com/
• Appy Mall.
http://www.appymall.com/
• Facebook groups/pages eg. "iTeach: Apps for
classroom"; "Spectronics Online"; Technology
in Education, Moms with Apps, etc.
43. iPad Basics
APP ICONS
APP ICONS
• Hold and jiggle
• Put into folders
• Rename folders
• Delete apps
• Lock onto bottom dock
44. iPad Basics
RESTRICTIONS
RESTRICTIONS
• Enable restrictions within SETTINGS - General
• Turn on and off- Installing Apps, Deleting Apps,
Safari, Camera, In-App purchasing, password
request etc.
45. iPad Basics
MULTI-TASKING GESTURES
MULTI-TASKING GESTURES
• Five finger pinch to close
• Four finger swipe up to multi-tasking dock
• Four finger swipes left and right between apps
• Turn OFF in SETTINGS-General
46. iPad Basics
MULTI-TASKING DOCK
MULTI-TASKING DOCK
• Four finger swipe up to multi-tasking dock
• OR double click HOME button
• Swipe left or right
• Forced close with red dash
47. iPad Basics
ACCESSIBILITY
ACCESSIBILITY
• Vision/hearing
• Speak selection
• Physical and Motor
• Guided access
51. Communication
skills
Affected in different ways
• Significant delays in speaking, use and
understand fewer words
• Not speaking at all (nonverbal)
52. Communication
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
53. Goals
• Increase use and understanding of words
• Improve comprehension and listening skills
• Develop and extend vocabulary
• Develop and extend spoken language skills
59. Communication
Nonverbal
• 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
60. 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)
61. Goals
• Establish a system of communication
• Present a range of modes as the person
selects their preferred method
62. 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
63. Tips for success..
• Specific Vocabulary selection and design
• To be engaging, interactive, fun, motivating and
purposeful
• Modelling of device/ board/ book
71. Behaviour
Complex and variable
• Prefer routines and sameness and dislike change
• Meltdowns
• Repetitive behaviours
• Obsess over particular interest areas
• Sensory challenges affect behaviours
• Seek sensory stimulation
72. Functions of the
behaviour...
• What is the motivation/cause 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
74. 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
75. Visual tools are useful for:
• Schedules, timetables and routines
• Class rules
• First -then
• Visual timers
• Rewards
• Organising the environment
83. Apps for schedules, timetables,
routines, class rules and first-then
• Proloquo2Go
• iCommunicate
• Visual routines
• iPrompts XL
• Choiceworks
• First Then
84. Visual Timers
• Clock in iOS 6+ has an inbuilt timer
• APPS:
• Bang! boom! Buzzer
• Visual Timer
• iPrompts XL
• Time Timer
• Sharing timer
90. Social
development difficult
Early social interaction is
• 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
91. Goals for interaction
• Engagement
• Eye contact and interaction
• Turn taking
• Language stimulation
• Listening and following directions
• Requesting and commenting
• Learning in a fun way!
92. Low tech/ no tech
• Intensive interaction
• Imitating
• Following the child's lead
• Motivators
94. Help Kidz Learn Apps
• Train tracker • Peeping musicians
• Bumper cars • Five little aliens
• Smarty pants • Big Bang pictures
• Aunty Maggie's recipe • Finger paint
95. Social
development speech
In those children who do develop
• 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
96. 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
98. Social Stories
Visual, video, photo
stories created for
specific learning of
specific social
behaviours
Originally developed by Carol Gray
www.thegraycentre.org
99. Can be used:
• To prepare someone for new
events and experiences
• To teach positive behaviour
• To teach a new skill
100. The structure
• 3 types of sentences
• Descriptive - provide information
• Perspective - describe internal
states
• Directive - tells the person what
to do to be successful
101.
102. 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
103. Tips for implementing
• One at a time
• Practice BEFORE the
challenging situation occurs
• Clear instructions for use
• Consistent across all support
• Review and revise
104. Create with
• On your computer using: Clicker or
PowerPoint
• A variety of Apps: Pictello, Puppet Pals,
PixNTell, Sonic Pics, Strip Designer,
Book Creator, Creative Book Builder
108. Goals and target areas
• Feelings
• Friendships
• Conversations
• Conflict resolution
CREATE YOUR
OWN TEACHING
• Classroom behaviour
MATERIALS TO
TARGET THESE
AREAS
109. Feelings
• Recognising and
identifying feelings
• Expressing feelings
• Handling feelings of anger,
anxiety, stress
110. Friendships
• Making friends
• Maintaining
friendships
• Sharing, winning and
losing
• Eye contact, body
language, talking
and listening.
112. Conflict Resolution
• Negotiation
• Problem solving
• Accept ways to
resolve conflict
• Choices when faced
with conflict
• Bullying and teasing
113. Classroom Behaviours
• Listening and attention,
following directions
• Asking for help
• When you don't
understand
• Interrupting
• Asking permission
• Answering questions
120. Book Apps
• When you grow up
• Story bots
• Monster at the end of this book
• Don't let the pigeon run this app
• Collins Big Cat
• Grasshopper App books
126. Early reading &
spelling Apps
• firstwords apps
• Kids crosswords
• Montessori crosswords
Apps that use PHONICS,
• Word wizard
Not letter names!
• Alphawriter
• Monkey words
• Simplex spelling (older students)
133. Publish their work
• Share via email or Dropbox?
• Photos, images and videos saved to the
camera roll?
• Export as a PDF file?
• Export and share as an iBook?
