Autism news winter´11

Winter 2011 Volume 6, Issue 1

Cover artwork created by Nathaniel Mackin

CONTENTS

Editorial Editorial Team
Vera Bernard-Opitz, Ph.D., Editor
Latest Technologies............................................... 3 Ginny Mumm, Associate Editor

Research Editorial Board
Teaching Persistence in Social Initiations ............. 5 Nicole Gage, Ph.D.
Wendy Goldberg, Ph.D.
Education/Therapy Gillian Hayes, Ph.D.
Leslie Morrison, Ph.D.
Interactive and Collaborative Visual Supports ..... 9 Christina McReynolds, Ed.S., MS, BCBA.
Technology in Therapy ..................................... 15 Janis White, Ed.D.

Computer-Assisted Instructional Program ......... 17 Executive Board
Keeping up with Technology ...............................21 Carol Clayman
Valerie K. deMartino, Esq
Touch2Learn Program ....................................... 23 Joe Donnelly, M.D.
Technology Employment .................................. 25 Dennis Roberson
Janis B. White, Ed.D.
Parent/Family
Advisory Board
Grace App ......................................................... 26
LOCAL
Rethink Autism ................................................. 30 Valerie K. deMartino, Esq.
Assistive Technology .......................................... 31 Long Beach, California
Wendy Goldberg, Ph.D.
News/Highlights University of California, Irvine
Beth Huntley-Fenner
Cover Artist: Nathaniel Mackin ........................14 Irvine, California
Supportors/Sponsorships/Donations ..................20 Belinda Karge, Ph.D.
Cal State University, Fullerton
Upcoming Seminars ...........................................36 Connie Kasari, Ph.D.
University of California, Los Angeles
Jennifer McIlwee Myers
C O V E R F E AT U R E Orange County, California
Emily Rubin, MS, CCC-SLP
We are pleased to feature one of our local artists, Nathaniel Communication Crossroads, Monterey
Mackin. Read more about Nathaniel on page 14. Bryna Siegel, Ph.D.
Dept. of Psychiatry, University of California, San Francisco
Mission Statement Marian Sigman, Ph.D.
University of California, Los Angeles
Autism News of Orange County & the Rest of the World Becky Touchette
is a collaborative publication for parents and professionals Saddleback Valley Unified School District
dedicated to sharing research-based strategies, innovative
educational approaches, best practices and experiences in NATIONAL/INTERNATIONAL
Barbara Bloomfield, M.A., CCC-SLP
the area of autism. Icon Talk, Goshen, New York
Submission Policy Marjorie H. Charlop-Christy, Ph.D.
Claremont McKenna College and
The Autism News of Orange County–RW is available free The Claremont Autism Center
of charge. The opinions expressed in the newsletter do not V. Mark Durand, Ph.D.
necessarily represent the official view of the agencies involved. University of South Florida, St. Petersburg
Patricia Howlin, Ph.D.
Contributions from teachers, therapists, researchers and St. Georges’s Hospital London, England
relatives/children of/with autism are welcome. The editors David Leach, Ph.D.
select articles and make necessary changes. Murdoch University, Australia
Please submit articles in Microsoft Word using font size Gary Mesibov, Ph.D.
University of North Carolina,
12, double spaced, and no more than four pages in length Chapel Hill Division TEACCH
(2600 words). Photos are encouraged and when submitted Salwanizah Bte Moh.Said
with articles the permission to include is assumed. Early Intervention, Autism Association, Singapore
Please E-mail all correspondence to: Friz Poustka, M.D.
University of Frankfurt, Germany
Dr. Vera Bernard-Opitz Diane Twachtman–Cullen, Ph.D., CCC–SLP
verabernard@cox.net ADDCON Center, Higganum, Connecticut
Please visit our website: www.autismnewsoc.org Pamela Weolberg, Ph.D.
San Francisco State University

2 Autism News of Orange County – RW Winter 2011

EDITORIAL

Editorial
By Vera Bernard-Opitz
The latest technologies sure are exciting for us all, lenges our familiar ways of being. In an earlier issue
but for individuals with autism and their parents, fam- on Technology and Play (Autism News, Fall 2007)
ilies, friends and involved professionals these advances we discussed the need for establishing a balance
often constitute a true “blessing.” All of a sudden kids between technological advances, hands-on learning
equipped with iPod touch and iPad are the stars in and play activities as well as personal face-to-face
recess instead of being outsiders because of some cum- interactions. Whether books, games, schools and
bersome communication device. Many teachers and seminars can survive is a decision families, teachers,
therapists welcome apps, which allow their fingers to therapists, and administrators face. If technology is
heal from endless work on teaching material with used for the right individual at the right time – and
“good old” Velcro. Organizations like “Mothers with “dosage” – for the right purpose, it sure can be a huge
Apps” have started lucrative companies, based on suc- blessing, especially for kids with autism. On the other
cessful development of applications, which in most hand there is the risk that the virtual world takes over
cases started with their own child. and that individuals with autism are even less exposed
In addition, training in the field is also undergoing to regular social interactions, face-to-face interactive
a silent revolution. While face-to-face contacts in con- play, haptic experiences, sensori-motor or self-help
sultation sessions, workshops or other training pro- demands. This population surely needs our help, be
grams used to be the main avenue for acquiring relevant it through traditional play and teaching material, a
knowledge and training experience, web-seminars, cool communication device with the latest app, a
video-training-programs and tele-consultations now caring parent, excellent teachers or therapists, a
are available often 24 hours a day, from every part of close network of peers or a supportive community.
the world with fast Internet access.
Will puzzles, lottos, dominos, board games and a few comments from our readers...
self-made TEACCH material soon be a thing of the
past, just like books, replaced by electronic versions? “It’s such a great resource for the parents I
How about good old teaching using textbooks and work with with kids with autism!”
black-/whiteboards? We must admit that even the most
animated teacher or enthusiastic parent has a hard time
“I am thrilled to receive it.”
beating a fast-paced computer game. Will family time, “Found great pleasure reading because it
student-teacher or peer interaction increasingly be shows hopes and light in helping and
reduced because emailing and online courses are so supporting people with autism.”
much easier to fit into busy schedules? Who wants to
take photos, laminate, label, cut and paste pictured “Excellent collection of practical articles–
schedules, if an application can be downloaded for lit- full of helpful suggestions–I have
tle money and in no time? Thousands of electronic recommended this to parents and students,
learning programs, games, pictures or visual displays are and have received much positive feedback.
now available on increasingly smarter devices. Voice-to- I haven’t found anyone who didn’t like it.”
Speech programs make typing unnecessary and Text-to-
Speech options allow text to be read with the tip of the “It is very important for parents of autistic
finger. Children can now film their weekend with an children to get information. The Autism
iPod touch and present it to their class on Monday with News is a valuable support.”
added text or speech on a large Smart Board.
“I love it, look forward to it and like to see
For some of us these developments sound like the
the local news and latest info.”
“Brave New World,” which comes too fast and chal-

Winter 2011 Autism News of Orange County – RW 3

EDITORIAL

The current focus issue of the Autism News OC
summarizes some of the exciting recent develop-
ments. We thank our authors, reviewers and support-
ers for all their good effort.
A small word of warning
For the last two years the Autism News of Orange
County has struggled with lack of adequate ﬁnancial
support, since the former sponsors (RCOC, OCDE,
CEC and For OC Kids) are no longer able to contribute
ﬁnancially. Though the work of soliciting articles,
reviewing and coordinating the newsletter currently has
to be done on a volunteer basis, we need some funds to
provide for Web publishing, proofreading and layout.
Without your donations the current issue will be the
last of a series which started in 1992. We urgently need
and very much appreciate your support.
With thanks to all our supporters and best wishes,
Vera Bernard-Opitz, Ph.D.
Clin. Psych, BCBA-D
Editor
Website: www.verabernard.org
E-mail: verabernard@cox.net

HIGHLIGHT
Proud to support the
Autism News of Orange County
Big Button Mack
In Röderhof, a German residential facility,
the daily lunch menu is announced with pictures
and a talking Big Button Mack.
www.heimstatt-roederhof.de

AUTISM NEWS
is also available online at:
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RESEARCH

If At First You Don’t Succeed…: Teaching Persistence in
Social Initiations to Children with Autism Using a
Portable Video Modeling Intervention
By Denise Grosberg & Marjorie H. Charlop

For most of us, the iPod touch is a fun gadget to think back to when you were a child and wanted to
play with, surf the Web, or watch videos. But for a play with others. Most people report that if one
child with autism, it has the potential to be so much child didn’t want to play, they would typically move
more: A device like the iPod touch can be pro-
grammed as a “learning toy” for important behaviors
such as communication or social skills. The iPod
touch can therefore have a dramatic effect on the tra-
jectory of the child’s treatment. Modern day treat-
ment procedures for the problems children with
autism continue to face are now incorporating tech-
nology such as the iPod touch.
From the first coining of the term “infantile
autism” by Leo Kanner in 1943 (Kanner, 1943),
marked deficits in social skills were noted in affected
children. Indeed, children with autism have difficul-
ties with many social behaviors ranging from eye
contact, turn taking, and smiling to more sophisti-
Nathaniel Mackin having fun with his iPod touch
cated social skills such as social conversations. The
social skill deficit that we will be focusing on is per-
sistence in pursuing a playmate. This complex social on and ask another. This is common for most chil-
skill involves a child asking successive peers to play dren, yet persistence in social initiations is a major
after one or two attempts have failed. To illustrate, deficit for children with autism.

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RESEARCH

Persistence in social initiations can be challeng- marketing and media communities, 31% of children
ing for children with autism for several reasons: aged six through ten now use digital music players,
Typically, these children have difficulty interacting with the iPod and iPod touch being the most popular
with peers for extended periods of time; they gener- brand at 54%. The iPod touch ranks high as a poten-
ally make and accept few social initiations from tial learning tool for children with autism because of its
peers; and they usually prefer to play alone (Koegel, portability, ease of operation, and “coolness” factor for
Koegel, Frea, & Fredeen, 2001). These social deficits use around neurotypical peers. The time has come to
can determine whether a child with autism will ulti- take advantage of this novel, portable visual technolo-
mately integrate effectively with his or her classmates gy platform so that it can have a meaningful impact for
or remain a social outsider. The question then the children that need it the most.
becomes, how can we effectively motivate children In a recent study conducted by The Claremont
with autism to learn a complex social skill that they Autism Center at Claremont McKenna College in
can practice on the playground with their peers? Southern California, a Portable Video Modeling
The iPod touch is a clear choice for several rea- Intervention (PVMI) was used to teach persistence
sons. First, the general appeal of technological in social initiations to high functioning children
devices for children with or without autism is evi- with autism. The study was constructed based on evi-
dent in today’s society. Second, we can leverage a dence suggesting that the mobility, simplicity, and
child with autism’s inherent strengths using visual popularity of the iPod touch would contribute to par-
ticipants’ learning to persist in social initiations in sev-
Persistence in social initiations is a major eral ways. First, it allowed children with autism to use
deficit for children with autism. the intervention tool independent of adult assistance.
Second, because of the compact size of a portable
device, the potential for learning could reach beyond
media as well as the portability of an electronic the traditional therapy setting and into the communi-
device. The use of visual technology has a history of ty. Lastly, and arguably most important, social skills
success in teaching children with autism a variety of training with neurotypical peers would be less stigma-
social skills. For example, video modeling (in which tizing for the children with autism based on the pop-
child learns by observing a videotaped model) has ularity of the iPod touch among children today.
been extremely effective in using the inherent visual In our study, three children aged 6-9 participat-
strengths and interest of children with autism in ed in weekly sessions at our afterschool behavioral
technology to teach a number of socially relevant treatment program. Before the study began, none of
behaviors including conversational speech, perspec- the children interacted effectively with typical peers
tive taking, and social initiations (Charlop & or persisted in their social initiations. For the study,
Milstein, 1989; Charlop-Christy & Daneshvar, the child watched three different clips visible on the
2003; Nikopoulos & Keenan, 2004). The progres- screen of the iPod touch. The order in which the
sion of visual technology represented by devices like child saw the clips varied so that s/he did not learn
the iPod touch allows for a natural extension of this to socially initiate in a specific sequence (known as a
research. Today, it is possible to extend the benefits chained behavioral sequence). Instead, the child had
of video modeling beyond the therapy room and to learn to respond appropriately to each separate
into the lives of children with autism. social situation with his or her peer.
The introduction of devices like the iPod touch All the clips used four student therapists as
has made video modeling methods mobile and capital- actors. Three of the actors were engaged in play activ-
izes on the prevalence of this technology among today’s ities (i.e., board games, imaginary play with tools) in
children. For instance, according to a report by The different areas of an outdoor playground, while the
AdAge Group (Bulik, 2008), an online resource for fourth actor approached these “peers” to play. In the

RESEARCH

first clip, the actor approached a peer with a ball and intervention was successful.
asked, “Will you play with me?” The peer said, “Yes, All three children learned persistence in social
I’ll play with you” and the two actors began to play initiations using the PVMI. Moreover, these chil-
with the ball. In the second clip, the actor dren generalized their persistence in social initiation
approached a peer with a board game and asked, behavior with a minimum 66% success rate (asking
“Will you play with me?” The peer responded, “No, up to two friends to play) in at least one untrained set-
I’m busy.” The actor then had to walk across the play- ting (park or community recreation room) and main-
ground to a second peer and ask, “Will you play with tained the target behavior at follow-up one month
me?” This time, the peer said “Yes, let’s play” and the after the intervention was over. This research provides
two actors began to play the board game. In the third some initial evidence of the success of a PVMI to
clip, the actor’s play request was declined on her first teach persistence in social initiations to children with
and second social initiation attempt. This meant that autism. The next logical progression in this research is
the actor had to approach a third peer and ask her to to examine whether the PVMI protocol can be repli-
play before being socially accepted. cated with other skills, in other settings, and be imple-
Then it was the child’s turn. The experimenter said,
“Now it’s time to play, pick a toy and choose a friend to Devices like an iPod touch have made
play with.” The child was then filmed for one session video modeling methods mobile
(consisting of three trials lasting three minutes each) in
an outdoor play setting with at least three neurotypical
peers. If a child with autism asked a peer to play, the mented by different instructors like peers or parents
neurotypical peer was prompted by a student therapist As new generations of children become familiar
to either accept or reject the social initiation request. with advances in technology, researchers and clinicians
Sometimes the first peer said “yes” when a child with have the opportunity to modify and use these tools to
autism asked him to play, other times the child with design effective interventions for children with autism.
autism had to approach two or three peers to be social- For example, researchers could collaborate with engi-
ly accepted. By varying the occurrence of a peer accept- neers to help adapt and create new technologies specifi-
ing or declining the initiation attempt over the three tri- cally targeted to better serve children with autism. There
als, the child with autism learned that although his are currently many applications for the iPod touch that
social initiation to a peer may not initially be accepted, are designed to help children with autism learn lan-
his play request could be accepted on a second or third guage, communication, and social skills. Unfortunately,
attempt. The child was considered to have learned many of these applications are designed to generate sales
the behavior once he or she was able to persist in as commercial products and are not grounded in evi-
asking up to three friends to play over two consecu- dence-based research. Since these applications are so
tive sessions (this would equate to 100% accuracy). If easily accessed and utilized by the general public, it is
the child could not successfully ask up to three peers to imperative that researchers and clinicians empirically
play over the three trials, s/he received the PVMI again. test the effectiveness of these applications so that par-
To demonstrate generalization, the child was ents and providers can select appropriate technologi-
given one session (three trials), to persist in asking cal aids for the child.
up to three friends to play in an indoor community Our study is one step in empirically testing a new
recreation room with familiar peers and also at a technology that demonstrates the effectiveness of
community park with unfamiliar peers. After a one- devices like the iPod touch as an intervention tool.
month period, the child was then assessed to see if Clearly, the ability to persist in social initiations is sig-
s/he remembered how to persist in social initiations. nificant not only for the immediate social benefits for
This was done to demonstrate that the behavior had a child with autism, but also increases opportunities
been maintained over time and therefore that the for friendships, responsiveness to others, and successful

RESEARCH

adult relationships in the future. More importantly,
we can use this technology to capitalize on the child’s
existing strengths and teach skills that can significant-
ly impact the quality of life of a child with autism.
It has been said that one can never keep up with
technology, and this is probably true. However, the
point of our research is to demonstrate the useful-
ness of certain technologies that are motivating for
children with autism and make treatment easier.
Some types of technological advances designed for
children with autism are so confusing that parents
and teachers can’t figure them out, or the child just
doesn’t bother with them. That is why we recom-
mend that technology should be easy to use and evi-
dence-based protocols developed for ease of imple-
mentation with the child and other stakeholders.
Also, these technologies should be designed to
increase motivation for use with the children. We
look forward to new advances that keep user and
child friendly technology in mind.
For further information please contact:
Denise Grosberg
Claremont Graduate University
E-mail: denise@denisegrosberg.com
and Marjorie H. Charlop
E-mail: Marjorie.Charlop@ClaremontMcKenna.edu
Claremont Autism Center, Claremont Graduate
University, and Claremont McKenna College

References
• Bulik, B. (2008). Little Ears Are Big Bucks for Music
Players. The AdAge Group. Retrieved from http://adage.com/.
• Charlop, M. H., & Milstein, J. P. (1989). Teaching autistic
children conversational speech using video modeling.
Journal of Applied Behavior Analysis, 22, 275–285.
• Charlop-Christy, M., & Daneshvar, S. (2003). Using video
modeling to teach perspective taking to children with
autism. Journal of Positive Behavior Interventions, 5, 12–21.
• Kanner, L (1943) Autistic disturbances of affective contact
Nervous Child, 2, 217-250.
• Koegel, L. K., Koegel, R. L., Frea, W. D., & Fredeen, R. M.
(2001). Identifying early intervention target for children
with autism in inclusive school settings. Behavior
Modification, 25, 754–761.
• Nikopoulos, C. K., & Keenan, M. (2004). Effects of video
modeling on social initiations by children with autism.
Journal of Applied Behavior Analysis, 37, 93-96.


RESEARCH

Interactive and Collaborative Visual Supports for Children with Autism
By Gillian R. Hayes
ºFor the last several years, I have been conduct- Mocotos: Mobile Communication Tools
ing research on how we can use novel interactive and Current analog visual communications tools
collaborative technologies to support the education vary greatly from classroom to classroom, and even
of children with autism (e.g., Hayes et al. 2004, from child to child. Visual communication tools
Hayes and Abowd 2006, Hayes et al. 2010). Here at take a variety of forms, from small single picture
UC Irvine, I have a great team of students and low-tech cards to advanced computational systems
research assistants focused on creating and evaluat- that perform text to speech functionality. A massive
ing novel visual supports for children with autism. array of material, devices and methods surround
Visual supports include everything from body lan- these analog methods for visual communication.
guage to natural cues within the environment to Unfortunately, there are many problems inherent to
tools explicitly created to support individuals who the cards themselves. Teachers and caregivers often
may have trouble interpreting naturally occurring struggle to manage the large number of cards being
visual cues. These constructed artifacts sometimes used. Likewise, they must invest significant effort to
use images or tangible objects to represent simple create the cards. Commercial vendors, such as
everyday needs and elements of basic communica- BoardMaker™ sell sets of pre-fabricated cards, but
tion (Cohen and Sloan 2007) and can reduce the these are not flexible enough to meet the needs of
symptoms associated with ASD (Hodgdon 1999). many of the caregivers with whom we worked, who
Despite their benefits, use of visual supports instead often opted to create custom cards from
continue to be difficult for many teachers, parents, physical artifacts or digital imagery. Finally, these
and other caregivers. There are significant challenges paper-based visual tools often have to be used in
to the use of these analog, and largely paper-based, conjunction with particular devices. Each device
tools. First, these tools must provide support for often serves a different purpose, operates differently,
children with ASD to improve their communication and can require custom configuration.
skills and social skills. Second, they must be flexible There are several advanced digital technologies
enough to support each unique child now and as the for augmentative communication (e.g., GoTalk,
child develops. Finally, caregivers often struggle to Tango, Dynavox, Activity Pad). The teachers and
create, use, and monitor the effectiveness of these experts we interviewed listed a variety of concerns
tools. Thus, these tools must support the children with these technologies, from usability to lack of flex-
for which they are designed, with minimal burden to
caregiver and support the caregivers in accomplish-
ing their goals as well. Tax-deductible donations
Over the last three years, our team has spent a to ANOC are possible through the
substantial amount of time conducting fieldwork in Autism News OC Fund at the School of Medicine of UCI.
Support is possible at the following levels:
schools, interviewing parents, students, and teachers,
and designing and developing new technologies. Benefactor: $5,000 and above
What we present here is just a quick sampling of Sustaining Member: $3,000 - $4,999
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RESEARCH

During caregiver-initiated communication, caregivers set up communication choices using the library of “cards” and
can offer as few as one choice for directed instruction or as many as eight choices for advanced children (left). The students
then make their choices by pushing the appropriate card, which then invokes sound output and optional visual output
(center with four choices and right with six).

ibility. Furthermore, these devices typically require providing rapid access to the library of virtual cards
professional training and expertise, making it difﬁcult and real-time and ad hoc setup of new activities.
for many parents to use them at home. In our designs, vSked: Interactive and Intelligent Visual Schedules
we were focused on reducing the barrier to entry for In schools, visual schedules can assist students
these technologies by using familiar platforms, like with transitioning independently between activities
the mobile phone, and simple end user programming and environments by telling them where to go and
to create ﬂexible but customized interfaces. helping them to know what they will do when they
Mocotos are augmentative communication get there (Cohen and Sloan 2007). By providing
devices that support visual communication, such as structure, visual schedules reduce anxiety and sup-
the Picture Exchange Communication System (PECS) port behavior intervention plans focused on students
(Bondy and Frost 2001). Our prototype system with severe behavior problems. Because the informa-
includes a portable device not much larger than popu- tion must be kept up to date and the schedules them-
lar cell phones, such as the Nokia N800. Both children selves tend to be more effective when they are engag-
and adults can use the touch screen on the device for ing to the individuals using them, the traditional pen
interactions. Adults can also use a computer-based and paper “low tech” assistive technology approach
interface for organizing images, uploading new images, can be improved.
and generally managing the library on the device. vSked is an interactive system that augments and
The primary interface metaphor consists of virtu- enhances visual schedules. The vSked system assists
al picture cards. Mocotos come with a preinstalled teachers in managing their classrooms by providing
comprehensive library of cards. These cards include interfaces for creating, facilitating, and viewing
the standard iconography used throughout PECS progress of classroom activities based around an
and other visual communication strategies. Using interactive visual schedule. vSked includes three
Mocotos, caregivers can also add custom cards to the different interfaces: a large touch screen display
interface by taking pictures using the built-in camera, viewable by the entire classroom, a teacher–centric
importing digital images from a standard memory personal display for administrative control, and a
card, or by tethering the device to a computer. Cards student-centric hand-held device for each student.
can have multiple audio cues assigned to them; these The large touch screen, placed at the front of the
cues may be either recorded through the on-board classroom, acts as a master timetable containing visu-
microphone, or be synthesized using the built-in al schedules for all students. The current activity can
text-to-speech function. Each card includes both a be activated by the teacher, which in turn starts the
name and other customizable meta-data, which activity on the networked students’ hand-held
enables categorization, searching and management, devices in the form of choice boards. Students


RESEARCH

responding incorrectly or not responding at all troubleshoot both the hardware and the software on
receive a prompt to help them identify the correct those days when the computers don’t want to work.
response. Upon successful completion of a task, each SenseCam: Automatic Recording of Everyday Images
student is presented with a reward, such as an anima- The Microsoft
SenseCam provides an
ideal platform for
exploring the potential
for automatically gen-
erated, situated and
contextualized picture-
based communication
and therapy. SenseCam
is a wearable digital
camera designed to take
photographs of every-
day life without user
intervention. It is acti-
vated by a variety of
sensors while it is being
worn (Hodges et al.
2006). Images of every-
day activities from the
perspective of the indi-
(left) A student sits at his desk during individual work time, while the large display indicatates vidual wearing the
that everyone is working. (top-right) The large classsroom display showing multiple children’s sched-
camera can be useful
ules at once. In this case, the schedules are are the same, but that is not necessarily true in all cases.
(button right) As individual student’s vSked device showing the first activity of the day, picking a visual supports.
reward toward which the child will work. We developed an
tion of fireworks. Using a combination of shared intervention in which
large displays for the whole class and smaller net- children wear SenseCam for all or part of a typical
worked displays for individual children, new interac- day. Parents and caregivers at home can then review
tion models are enabled in classrooms, including photographs captured during private therapies or in
social and peer learning as well as more efficient and their own or other people’s homes, and teachers and
rapid feedback for students and staff about individ- school staff can review photographs captured outside
ual progress and abilities. For example, student of school. Additionally, children and caregivers
progress and rewards are echoed on the shared dis- review images together to aid in creating visual social
play, thereby alerting students and teaching staff stories that are a part of communication and speech
alike to students who may be struggling so they can therapy (Gray 1998). Caregivers make use of the
be proactive with help. vSked has been in use in one SenseCam viewing interface to pause the picture
school off and on for over a year. We have seen stream, ask questions, and so on. In this way, the
reductions in the amount of effort classroom staff recorded pictures both serve as a type of log,
have to put forth to help students transition and gen- enabling improved communication between home
eral acceptance of the system (Hirano et al. 2010). and school, and as a platform through which to con-
However, more work needs to be done to make it duct communication therapy with the child.
easy for teachers to use every day, including helping Three families used SenseCam for three to five


RESEARCH

The SenseCam
form factor (left) is
small enough to be
comfortably worn by
a child (center). A
child-friendly viewing
interface allows chil-
dren to review photos
with their parents,
teachers, and other
caregivers (right).

weeks each. During that time, SenseCam was used to with which the caregivers made use of SenseCam,
provide a “voice” for a child who cannot speak, as they might develop more elaborate interventions
well as additional information to support communi- themselves given more time. Furthermore, the clini-
cation among caregivers and their children. These cal efficacy of such user-designed interventions—in
case studies provide information about how these addition to those created by researchers, educators,
types of technologies can be incorporated into every- and therapists—should be investigated with a larger
day life, revealing the potential benefits, costs, and population over an extended period of time.
risks across stakeholder groups. These considera- iSoC: Interactive Social Compass
tions are fundamental for the design and develop- The Social Compass is a social skills curriculum
ment of novel ubicomp assistive technologies. They based on cognitive and behavioral theory (Baron-
also demonstrate how caregivers can creatively make Cohen 1991). This curriculum was developed by
use of flexible capture and access technologies for a autism experts in Southern California over the last ten
variety of purposes. years and has been tested with thousands of students.
The results of this work indicate promise for the The majority of the students enrolled in the Social
use of novel technologies for augmentative communi- Compass intervention are diagnosed as high function-
cation and other related uses. Their applicability and ing. The Social Compass curriculum includes 26
potential for adoption over long-term use, however, lessons divided into four modules: Nonverbal
should be investigated further. Given the creativity Communication; Emotion; “We” Skills; and Social
Problem Solving. The four modules, like a
compass that guides North, East, West, and
South serve to “steer the child in the right
direction” (Charlop-Christy, et al. 2004).
Each lesson is composed of eight steps.
The materials for each lesson include
instructions, a story, a visual support, a read-
ing comprehension worksheet, a self-moni-
toring data sheet, and a parent follow-up
page. These tools help students associate sto-
The various parts of the iSoC system. (a) A child could use the ries with visual cues to learn particular social
system to identify potential interaction partners. (b) Select an avatar skills. The goal of the lessons and associated
and configure his or her profile (c) Discover social cues when inter- materials is to help students gain a deeper
acting with others (d) Consult detailed information associated with understanding of the use of the newly
the social cue learned in the social compass class. learned skill in different social contexts.


RESEARCH

The iSoC system is a mobile-phone based aug- environment–though the educators and autism
mented reality system that supports the Social Compass experts did not use that particular phrasing–for care-
curriculum (Tentori and Hayes 2010). Students, both givers to create and to share materials with one
those with ASD and neurotypical, can use it to detect another. As these materials are developed either col-
potential interaction partners, get helpful social cues, lectively or within individual schools and greater and
and tag memories to reflect later. We will be testing this greater numbers of images and lesson plans are
application this fall and winter in a school already using included in the systems, another substantial chal-
the Social Compass curriculum. lenge arises: how to catalog, search, and browse large
A child could use the iSoC system to (a) Identify quantities of media. We leave these challenges open
potential interaction partners (b) Select an avatar and and hope that in the future these tools can incorpo-
configure his or her profile (c) Discover social cues rate the best practices and algorithms from the search
when interacting with others (d) Consult detailed and collective intelligence research communities.
information associated with the social cue learned in Acknowledgments
the social compass class. This work was supported by a grant from
Conclusion AutismSpeaks, NSF CAREER Award #0846063,
Visual supports can enable children with ASD to an equipment donation from Nokia Research Palo
communicate and to learn more easily. Traditional Alto. We thank the participants from across multi-
tools, however, are challenging to create, use, and ple Orange County school districts and the For
maintain. Furthermore, they provide little or no OC Kids Neurodevelopmental Center. This
ability to document and monitor use and progress research was conducted as a team effort with
over time. Our goal in this work was to understand LouAnne Boyd, Meg Cramer, Sen Hirano,
the design space surrounding visual interventions for Gabriela Marcu, Mohamad Monibi, David
children with autism so as to develop new tools that Nguyen, and Monica Tentori.
combine the strengths of the analog tools with the For further information please contact:
potential for new ubicomp solutions.
Gillian R. Hayes
Through fieldwork, design activities, and focus Department of Informatics
group discussions surrounding these interventions, Donald Bren School of Information
we have uncovered the ways in which advanced and Computer Sciences
interactive visual supports can engage students and University of California, Irvine
support caregivers simultaneously. This focus E-mail: gillianrh@ics.uci.edu
brought to the forefront specific design requirements
References
for new assistive technologies in this space: flexibil-
• Baron-Cohen, S., Precursors to a theory of mind:
ity, communication and collaboration capabilities Understanding attention in others. In A. Whiten (Ed.),
for both children and caregivers, and caregiver sup- Natural theories of mind: Evolution, development and simula-
port for programming and documentation of use. tion of everyday mindreading. Oxford: Basil Blackwell. 1991.
In an iterative process, we developed three prototype • Bondy, A. and Frost, L. A Picture’s Worth: PECS and Other
Visual Communication Strategies in Autism. Woodbine
visual interventions that support these goals.
House, Bethesda, MD, USA, 2001.
Through focus group discussions with autism • Charlop-Christy, M.H., Carpenter, M., Le, L., LeBlanc,
experts and educators, we then evaluated the proto- L.A., and Kellet, K. Using the picture exchange communi-
types and redesigned them based on this feedback. cation system (PECS) with children with autism: assess-
ment of PECS acquisition, speech, social-communicative
There are still a multitude of technical challenges behavior, and problem behavior Journal of Applied Behavior
to be considered in this work. A substantial theme Analysis. 35(3), 213-231, 2002.
during the focus group discussions centered on the • Cohen, M.J. and Sloan, D.L. Visual Supports for People
need for an end user programming with Autism: A Guide for Parents and Professionals.


RESEARCH

Woodbine House, USA, 2007. L.A., Hayes, G.R. vSked: Evaluation of a System to Support
• Gray, C.A. Social Stories and Comic Strip Conversations Classroom Activities for Children with Autism. In Proc CHI
with Students with Asperger Syndrome and High- 2010. April 12-15, 2010. Atlanta GA USA, 1633-1642.
Functioning Autism. Asperger Syndrome or High- • Hodgdon, L. A. Visual strategies for improving visual com-
Functioning Autism?, edited by Schopler et al. Plenum munication: Volume I: Practical support for school and home.
Press, 1998. Quirk Roberts Publishing, 1999.
• Hayes, G.R. and Abowd, G.D. 2006. Tensions in • Hodges, S., Williams, L., Berry, E., Izadi, S., Srinivasan, J.,
Designing Capture Technologies for an Evidence-Based Butler, A., Smyth, G., Kapur, N. and Wood, K. SenseCam:
Care Community. In Proc. CHI 2006, 937–946. A Retrospective Memory Aid. In Proc. UbiComp 2006,
• Hayes, G.R., Gardere, L.M., Abowd, G.D. and Truong, Springer, 177-193, 2006.
K.N. CareLog: A Selective Archiving Tool for Behavior • McClanahan, L.E., and Krantz, P.J. Activity Schedules for
Management in Schools. In Proc CHI 2008, 685-694, 2008. Children with Autism: Teaching Independent Behavior.
• Hayes, G.R., Hirano, S., Marcu, G., Monibi, M., Nguyen, Woodbine House, 1999.
D.H., and Yeganyan, M. Interactive Visual Supports for • Tentori, M. and Hayes, G.R. Designing for Interaction
Children with Autism. Personal and Ubiquitous Immediacy to Enhance Social Skills of Children with Autism.
Computing. 14(7): 663-680. 2010. Proc Ubicomp 2010. Copenhagen, Denmark. September
• Hayes, G.R., Kientz, J.A., Truong, K.N., White, D.R., 26-29, 2010. 51-60.
Abowd, G.D., and Pering, T. Designing Capture
Applications to Support the Education of Children with
Autism. In Proc. UbiComp 2004, 161-178, 2004.
• Hirano, S., Yeganyan, M., Marcu, G., Nguyen, D., Boyd,

Cover Artist: Nathaniel Mackin

Nathaniel Mackin is an 8-year-old video-game
aﬁcionado who enjoys playing Lego Batman and
Mario in his spare time. He is also an up-and-com-
ing comic book writer, inspired by the book series
“Captain Underpants.” He loves writing and draw-
ing pictures, especially of the two characters he’s
created: “Mechanic Man” and “Fix It Boy”! When
Nate isn’t playing video games or drawing, he is on
the move, playing soccer and learning how to ride
his new skateboard around town. Nate is very excit-
ed to see his technology drawing in the newslet-
ter…he enjoys drawing almost as much as playing
the latest video game with his brother, Jay!


RESEARCH

Integrating Information Technology in Therapy and Life
By Gondy Leroy, Juliette Gutierrez, HyeKyeung Seung & Gianluca De Leo

Although ASD receives much attention in the The software mimics PECS use and is intention-
media, there is little practical support available to ally very simple so that it can become a stepping
facilitate everyday activities and encourage integra- stone to other software applications and to mobile
tion into the community. Existing research projects phones. Similar to PixTalk are Grace apps,
and associated funding sources focus chiefly on dis- Look2Learn and other AAC applications in that
covering genetic causes or evaluating the impact of they facilitate communication using images. They
drugs, genetics and nutrients. Although these are differ from PixTalk since they use the Apple iPhone,
extremely valuable projects, finding a cure is proba- iPod touch and iPad platforms. In addition, PixTalk
bly still years away. Parents and children need help allows data tracking and is intended for use by clin-
now. Furthermore, most of the existing technology icians who want to systematically review the ongo-
interventions are intended for high functioning or ing learning process of multiple children.
older children. There is a dearth of support for the Early evaluations showed that PixTalk can be a
young children and those with severe autism. We digital communication enabler. So far, five case
aim to address this gap by focusing on an immediate studies have been conducted with teachers and ther-
technological solution for these children. apists in Southern California and in North
Autism is a devastating diagnosis. It is something Carolina. The studies showed how children who are
nobody is ready for. Caring for children with autism able to use PECS are also able to use PixTalk when
can be overwhelming and sometimes frustrating. This taught by the teacher. In other cases, where a child
is what a group of information technologists is learning did not yet communicate, the teacher adapted
as they work with parents and teachers on better infor- PixTalk to be used as a choice board. Figure 2 shows
mation technology for children with autism. Gondy a sentence that was displayed by a child while
Leroy (Claremont Graduate University) and Gianluca PixTalk was being used in his public school class-
De Leo (Old Dominion University) developed PixTalk, room. The device was kept in the classroom or was
software for communicating for use on mobile devices worn by the teacher and anytime the child wanted
(see Figure 1). PixTalk’s development was funded by to use it, he could get it from the teacher. PixTalk
Microsoft Research and it is available free of charge usage data was collected every time the child used
at www.CommunicationAutism.org. More than 400 the device.
images can be downloaded free of charge and free of
water thank you more
copyright from the website. PixTalk can be used in a
similar fashion as a paper-based Picture Exchange
Communication Systems (PECS) but it eliminates the Cookies pretzels
need to print, cut, or laminate. Children choose images
Figure 2: Sentence displayed by child using PixTalk
by touching them on the mobile device. Sentences can
be built, which convey a message (Figure 1a & 1b). Gondy Leroy (Claremont Graduate University)
together with HyeKyeung Seung (California State
University at Fullerton) and two graduate students,
Juliette Gutierrez and Shannon Schow, are evaluat-
ing how such mobile devices can be integrated in
therapy and everyday life. Dr. Seung leads autism
Figure 1a: Operational mode. Figure 1b: Display mode. research with young children who are non-verbal or
Selection of image/images Visualization of image of sentences
produce few functional words.
Figure 1: PixTalk used to Communicate Messages

RESEARCH

The potential advantages of using a digital Uploading and downloading files, cropping or
communication approach such as PixTalk are enor- improving images, and synchronizing a computer
mous and diverse. For example, concrete images can with mobile devices are often new skills to be
be used, frequently changed and shared without the learned. Parents who are trying to cope with every-
need for printing or laminating. In future it will be day demands often are overwhelmed by learning and
possible to systematically collect data from many training with PixTalk. Similarly, therapists and
children. Based on these data therapists could fine- teachers often do not have the time to devote to
tune their intervention and test or develop alterna- learning new technology. And the device hardware
tive systems. The digital images used in PixTalk are itself also adds obstacles: keeping batteries charged
concrete, but they could also be dynamic or adjust- and avoiding damage to mobile devices proved hard-
ed automatically over time. A digital media provides er than expected.
new options to therapy that are impossible with a Funding by the Allergan Foundation is bring-
paper-based approach. And finally, an application ing the group closer to offering solutions. After a
such as PixTalk can be integrated with other local short pilot study with one mother and her daughter,
approaches, such as the visual scheduling work by the group is now working with another parent and
Gillian Hayes at the University of California, Irvine her son and evaluating how the training and consis-
(see article on pg. 30). tent use of a new device can
Even though success has be best integrated in every-
While the Picture Exchange
been achieved in pilot stud- day life and in therapy. The
ies, there are still obstacles to Communication Systems (PECS) is in computing skills required by
be conquered. The case wide use, there exists significant con- clinicians are being evaluat-
studies show that limited troversy about its use in language ed and the lessons learned
technological knowledge learning. Linguists often have concerns are shared with new teacher
prevents teachers, clinicians about the way this system is meant to credential programs, such
and parents from using scaffold language (see also page 30). as the new program
PixTalk to its full potential. at Claremont Graduate
University, or with those in
charge of training the next genera-
tion clinicians, such as at California
State University, Fullerton.
For further information please
contact:
Gondy Leroy
E-mail: Gondy.Leroy@cgu.edu

WE STILL NEED YOUR SUPPORT Juliette Gutierrez
To continue our newsletter, we need your support.
HyeKyeung Seung
Please make a donation to our newsletter
California State University, Fullerton
so we can continue to spread the word in our community!
E-mail: hseung@exchange.fullerton.edu
For more information, please visit us at:
Gianluca De Leo
www.autismnewsoc.org or e-mail verabernard@cox.net Old Dominion University


E D U C AT I O N / T H E R A P Y

Effectiveness of a Computer-Assisted Instructional Program for
Children with Autism
By Christina Whalen & Laura Lara-Brady
Computer-Assisted Instruction (CAI) 1) Language Development;
CAI refers to instruction or remediation on the com- 2) Social and Emotional Skills;
puter to support therapies or education. Results show that 3) Adaptive Skills;
CAI has great potential as an effective intervention for 4) Cognitive Skills;
students with ASD supporting pre-academic and acade- 5) Language Arts; and
mic skills, as well as acquisition of vocabulary or even 6) Mathematics.
skills in Theory of Mind or Social Problem Solving Each domain has 5 levels: 1) Toddler; 2)
Research on CAI is not new (e.g., Panyan, 1984), yet Preschool; 3) Pre-K; 4) Kindergarten and 5) Grade 1.
there has been a surge of studies in the past decade Upon enrollment, the teacher completes a ranking
(e.g., Bernard-Opitz, Sriram, & Nakhoda-Sapuan, questionnaire regarding the student’s current perfor-
2001; Coleman-Martin, Wolff Hellar, Cihak, & mance that places each student at a starting rank (i.e.
Irvine, 2005; Moore & Calvert, 2000; Swettenham, level) for each domain. The curriculum is then depen-
2006; Williams, Wright, Callaghan, & Coughlan, dent on student performance and is adjusted for each
2002). Some of this research indicates that CAI may student. Teachers can customize the curriculum to
be more effective than other methods in teaching cer- meet IEP goals, and to best suit the needs of each stu-
tain skills to students with ASD such as vocabulary dent.
and other language skills (e.g., Moore & Calvert,
2000; Williams, et al, 2002). Furthermore, computer- ABA (Applied Behavior Analysis)
ized techniques are showing promise in social under- Teaching Approach
standing (e.g., Sansosti & Powell-Smith, 2008; Silver The instructional methodologies in the
& Oakes, 2001; Simpson, Langone, & Ayres, 2004), TeachTown: Basics program incorporate common tech-
and there is evidence that information learned via CAI niques in ABA. Speciﬁcally, Discrete Trial instruc-
can generalize to the natural environment
(e.g., Bosseler & Massaro, 2003;
Hetzroni & Shalem, 2005).
A CAI Program Based on Effective
Interventions
TeachTown: Basics is a CAI program
that includes the following features:
Curriculum
The program includes a comprehen-
sive curriculum that aligns to standard-
ized measures (e.g., The Assessment of
Basic Language and Learning Skills-
Revised–ABLLS-R, Partington, 2008)
and state content standards (e.g.,
California). The program was designed for students tion and Pivotal Response Training (PRT) are com-
with Autism Spectrum Disorders (ASD) between the bined as follows: The program presents objectives in
developmental ages of 2 and 7 years. The curriculum discrete tasks and guides learning through prompting
includes the following learning domains: and reinforcement (e.g., Lovaas, 1987). The student



chooses and starts a lesson by clicking on a building in images). Gradually introducing distracters at the stu-
the town scene, which has lessons targeting the specif- dent’s pace maximizes learning and minimizes errors
ic location (e.g., farm building, includes animals). that help the student discriminate stimuli (Perez-
Child-choice keeps motivation and attention to task Gonzalez & Williams, 2002).
high (e.g., Koegel, O’Dell, & Koegel, 1987). Reinforcement
Depending on the student’s previous history with the Correct answers are reinforced on a variable ratio
lesson, a pre-test, learning exercise, or post-test is pre- schedule with rewards available approximately every 4
sented. Maintenance tasks are interspersed through- correct (or prompted) responses (VR-4). This inter-
out the exercises and occur for 20% of the trials. These mittent schedule of reinforcement has been effective
tasks help the student preserve previously learned for keeping responses high, particularly on the com-
skills and keep him motivated and on task (Koegel, et puter (e.g., Neef & Lutz, 2001). To access a reward
al, 1989). Each trial follows the discrete trial model (i.e. reinforcer), the student chooses from 6 options
(Lovaas, 1987; Smith, Groen, & Wynn, 2000) where that include a variety of casual video games and
the discriminative stimulus is presented (i.e. the brief cartoons. The student can play or watch for
instructional cue requiring student response) by pre- only 10-20 seconds and then returns to the next trial.
senting one or more images (e.g., a happy, sad, and
angry face) with a vocal instruction (e.g., “Find the Automatic Data Collection and Reporting
person that is happy”). Next, the student responds by The program contains data tracking and report-
selecting one of the images (e.g., clicks or touches ing to allow for student progress reports. Data is syn-
[touch screen] the happy face). A correct response elic-
its a positive statement (e.g., “You did it!”) followed by
a brief (3 second) pause between trials, and the next
trial is presented. An incorrect response elicits an iso-
lated lingering correct answer. Due to earlier findings,
negative feedback is not included because of rein-
forcement potential. Students in the pilot phase
seemed to choose the incorrect images deliberately
and repeatedly to hear the “negative” feedback (e.g.,
“Try again”). For pre and post-tests, 25 trials are pre-
sented including 4 different concepts (e.g., happy, sad,
angry, confused). For learning trials, 15 trials are pre-
sented (with 3 maintenance trials) targeting at least 2
concepts (e.g., happy and sad). The standard mastery
criterion is 80% correct (Lovaas, 1987; Smith, Groen, chronized using a hosted data server and encrypted
& Wynn, 2000). The TeachTown: Basics program also Internet communication allowing student usage on
requires 80% correct. All responses are coded and pre- any computer. Such synchronization allows for con-
sented graphically. sistent programming and allows for school adminis-
trators to remotely track classrooms district-wide.
Prompting
Trial difficulty is controlled by within-stimulus Generalization
prompting which has been shown to result in better Studies have shown that motivating teaching tech-
discrimination, generalization, and independence (i.e. niques can result in generalization (Koegel, Camarata,
prompt fading) in 1:1 trials (Schreibman, 1975) and Valdez-Menchaca, & Koegel, 1998). Additionally,
using the computer (Panyan, 1984). When necessary, research indicates that the use of multiple exemplars is
a least to most prompting strategy is utilized, where critical (Stokes & Baer, 1977; Jahr, 2001; Reeve, Reeve,
stimuli are introduced in a weak (i.e. faded images) Townsend, & Poulson, 2007), specifically varying the
form and gradually strengthened (i.e. saturated instructions and stimuli can result in better acquisition,



motivation, and generalization (Dunlap & Koegel,
1980). In addition to providing a motivating platform Students made more spontaneous
for students, the program addresses generalization in comments, showed more positive affect,
many ways. Concepts are taught through several teach- and more joint attention behaviors.
ing modules including receptive identification (e.g.,
“Find the blue bird”) or identical and non-identical 105% increase in language and social behaviors on
matching (e.g., “Match the tiger” or “Match the color to the computer compared to a play condition with their
the object”). Varied instructions (e.g., Trial 1 “Do you parent. Students also made more spontaneous com-
see an airplane?”; Trial 2 “Which one is an airplane?”) ments (e.g., “Look, a rocket ship!”), showed more
and multiple exemplars (currently over 15,000 images positive affect, and more joint attention behaviors
and sounds) including photographs, drawn images, and (e.g., coordinated gaze). Inappropriate behaviors
animation (e.g., actions), are presented throughout the decreased both on and off the computer (61%
program. The stimuli in exercise trials are different from decrease on computer and 44% decrease in off-com-
pre and post-tests to ensure concept learning rather than puter activities compared to baseline play activities).
memorization. Generalization is also planned by teach- This study offered promising results for using the
ing several concepts at a time instead of a common mass program by means of parent implementation.
trial teaching strategy. The program also includes off-
computer activities that encourage the application of
computer learned skills, enhance understanding, and
teach additional skills (e.g., communication, play, social,
and motor skills).
Off-Computer Activities
Research indicates that structured teaching and
naturalistic approaches may positively affect a variety
of students (Bernard-Opitz, Ing, & Kong, 2004). To
provide a program that is likely to benefit different
students, TeachTown: Basics includes a structured In a recent study, 47 preschool and K-1 students in
approach (the computer program) and a naturalistic ASD classrooms participated in a randomized efficacy
approach (the off-computer activities). All computer study in the Los Angeles Unified School District
lessons are tied to off-computer activities. Although (LAUSD) (Whalen, et al, 2010). Students were random-
PRT (Koegel, 1989) and other naturalistic approaches ized by classroom with the treatment group receiving the
(e.g., McGee, Daly, & Jacobs, 1994; Rogers & intervention for 3 months while the control group
Dawson, 2010) are the recommended instructional remained in baseline (their regular educational pro-
methodology, the activities are written for caregivers gram). Teachers in the treatment group had students use
and teachers. There are approximately 300 activities in the computer program for 20-minutes and do an off-
the current manual that cover both learning domains computer activity for 20-minutes per school day.
and developmental levels. Compared to the students in the control group, the
Research on TeachTown: Basics treatment group showed more improvement overall on
In a parent implementation study, a multiple- language and cognitive-developmental measures. In
baseline design (2-5 weeks) was used with eight stu- addition, students who used the program demonstrated
dents (4 with ASD and 4 with Down Syndrome) significant gains on standardized measures compared to
using the program for 2 months (Whalen, et al., students who used the program less. These findings offer
2006). Results showed a significant change from possibilities for improving early school-age skills for stu-
pre to post-test scores (53% increase) for students dents with ASD in a classroom setting and offer hope for
who used the intervention. Collateral effects were a successful program that can be teacher implemented.
observed where students with ASD demonstrated a


For further information please contact:
Christina Whalen, PhD, BCBA-D We are grateful for the
Co-Founder and Chief Science Officer
support of this newsletter by
E-mail: chris@teachtown.com
the following organizations:
Laura Lara-Brady, PhD
Research Scientist
E-mail: lbrady@teachtown.com

Dr. Whalen and Dr. Lara-Brady are full-time employees
of TeachTown, Inc. Dr. Whalen is also a shareholder in
the company.
References
• For the following references, please click here.

Thank You Rita Eagle
Kelly McKinnon & Assoc.
For Your Support! Pacific Child & Family Assoc.
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Thank you!



Keeping up with Technology
By Hiroka Yamada & Debbie Ferrante
Stein Education Center is a nonpublic school in the more familiar,
San Diego, which serves a wide range of students and considerably
with autism or significant communication deficits. more expensive
The speech department, in conjunction with the AAC devices his-
entire education team, has always searched for the torically available
most efficient methods of facilitating communica- to the special edu-
tion opportunities for the pre-verbal and significant- cation communi-
ly unintelligible population. Low-tech methods, such ty, students need
as picture communication, serve the needs of many to be able to “tog-
students who mainly communicate to request. gle” between
However, our population also includes many higher numerous “pages”
functioning students whose verbal deficits will always to make this pro-
curtail the spoken word as a modality for meeting gram an appropriate choice for communication facil-
communication needs. Sign language is an important itation. The Proloquo2Go touch-screen format allows
adjunct for many students but is not readily under- the student to scroll through various pages to formu-
stood by persons outside of the special education late statements. It should be noted that this scrolling
community and can prove to feature has proved to be a “differen-
be problematic when formu- tial diagnostic element” for device
lating complex expressive selection, in that some students do
output. Previously, appropri- not possess the fine motor control
ate electronic augmentative needed to accurately scroll through
devices, useful for the higher page options.
functioning population, have In addition, Proloquo2Go pro-
always been associated with a vides a default vocabulary set of
considerable price tag. For a over 7000 items, across a variety of
specific sector of the current categories. One can adjust the
special education population, vocabulary size by adding or delet-
technology has recently closed ing the words applicable to each
the gap between the need for student. Digital photos can be
complex augmentative com- added and interface features can be
munication formats and pro- altered (e.g., the number of items
viding technology at an on a screen, item size, color, or
affordable price. voice output) in order to best
The speech department accommodate the user’s ability.
has recently explored the use In addition to the Proloquo2Go
of “Proloquo2GO” as an program we also use several com-
effective “picture to speech” augmentative program munication applications. Several parents at our center
for higher functioning students. Proloquo2Go is an have applied current technology to their students in a
Alternative Augmentative Communication (AAC) different format using their iPhone potential. These
application for the iPod, iPhone, or iPad, which uses parents, in consult with school needs, have down-
the Mayer-Johnson Boardmaker symbols. Just as with loaded photos of persons in their student’s environ-



ment as well as places that are fre- students this may be a “good
quently visited by their students idea” for a big birthday present.
(e.g., doctor ofﬁces, stores). These
images are used as a digital sched- For further information please
ule to help the student understand contact:
what is going to occur in his or her Hiroka Yamada
day. An explanation of activities Stein Education Center
that are about to occur can never E-mail: hyamada@vistahill.org
be underestimated as a proactive Debbie Ferrante
behavioral strategy. E-mail: dferrante@vistahill.org
If already in possession of an
iPod, iPhone, or iPad, one can * There is no affiliation
purchase this “app” for less than between the Stein Education
$200. This device is extremely Center and the products
affordable, as compared to the described in this article.
other popular AAC devices,
whose prices range from about
$3000 to $7000. For some of our

Kelly McKinnon & Associates
is proud to support the Autism News of
Orange County & the Rest of the World

www.kellymckinnonassociates.com



Touch2Learn Program
By Bill Thompson
The Orange County Department of Education touch. The “exchange” becomes sharing pictures on
(OCDE) Special Schools and Program Division the device instead of handing a picture icon to the
continues to implement the Touch2Learn (T2L) communicative partner.
program, which uses mobile devices to enhance In most instances, students carry their device in
learning, in its special education classes. a “fanny pack” or in
Over the past several months, numerous publica- their pocket. Some
tions, including The Wall Street Journal and the San students with ASD
Francisco Gate, have discussed how the Apple iPod appreciate the con-
touch and iPad may improve education for students crete nature of the
with Autism Spectrum Disorders (ASD). These arti- device as well as its
cles continue to support what has been observed at portability. The pre-
OCDE over the past two years. dictability of the
The Touch2Learn program at OCDE uses over drawings also appears
60 iPod touch devices with students with multiple to benefit the large
disabilities. In addition, piloted programs are also number of caregivers
being reviewed that implement the use of the iPad and educators in the
for instructional purposes. Based on preliminary student’s life. The
results, these devices appear appropriate for several device may aid in cre-
target areas. ating a uniform
method of use, which
Communicating with the iPod touch helps promote con-
The most common teaching target is picture sistency and higher
exchange method communication. Rather than learning.
using paper-based drawings or photographs (i.e., pic- iConverse displays 6 different
In addition to the icons that represent a person’s
ture icons) the pictures are formatted on the iPod increased educational basic needs.
gains, staff and par-
ents have reported social benefits. These benefits
include other peers showing interest in what the stu-
dent is doing. This social quality has also been
observed in the community.
Assessing behavioral data on the iPod touch
Most recently, benefits associated with T2L have
also been observed in areas beyond communication.
In some pilot classes, behavioral data is collected on
either an iPad or iPod touch. Many data applica-
tions allow for easy methods of collecting informa-
tion. Once collected, graphs and charts can be
extracted which facilitates discerning behavioral pat-
A student participating in OCDE's Touch2Learn project shows
terns in students. Such information is essential for
off his iPod touch to communiciate. improving challenging behaviors.



the number of autism-specific applications contin-
ues to increase. For example, a recent search on
iTunes for iPhone applications with the word
“autism” yielded over 225 applications.
Individualizing strategies
While its benefits cannot be disputed, the
Touch2Learn group has been quick to note that this
strategy may not be recommended for all students.
Some students show varying degrees of attending
skills to the device. In addition, communication
Look2Learn allows 2 word sentences from devices and programs may require a number of cog-
several categories nitive and behavioral prerequisites. The tendency
may be to immediately use this “cool, socially
Other applications for the iPod touch accepted” device; however, it simply may not be the
While the educational benefit and interest in the best fit for the student at the moment. IEP teams
student has been paramount, staff has reported that throughout Orange County are continuing to exam-
mobile devices have supplanted other resources in ine the appropriateness.
ease of use and implementation. For example, rather
While the results are preliminary, it’s clear that
than carrying a large visual timer when out in the
there have been numerous positive outcomes from
community, staff can now use the iPod touch to
the use of these mobile devices within the Orange
show the student
County Department of Education and the
how much time is
TOP TEN APPS in Touch2Learn Program. As these devices become
remaining with a
Touch2Learn more prevalent, the benefits appear to be far-reach-
visual timer appli-
• Behavior Tracker Pro ing, including greatly aiding students with Autism
cation. The dif-
• Stories2Learn Spectrum Disorders.
ference in cost has
• iEarned That
also been noted as For further information, contact
• Look2Learn
visual timers can Bill Thompson
• iConverse
cost upwards of School Psychologist
• iPrompts
$40 while a com- Orange County Department of Education,
• Answers: Yes No
parable applica- Special Schools and Programs
• Proloquo 2 Go
tion on the iPod is E-mail: BThompson@ocde.us
• iWrite Words
typically less than
• SoundingBoard
$2. In addition,
mobile devices are
substantially cheaper than traditional “high end”
Augmentative and Alternative Communication
(AAC) devices.
While mobile devices certainly have a “cool fac-
tor,” perhaps their greatest asset is the ease with
which these devices can be individualized. Some
students may use it as a timer, some for communica-
tion. Well-researched concepts such as “video mod-
eling” now appear easier than ever to implement and


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