Assistive Technology, AAC, and ASD

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Literacy, AT-AAC, and ASD: National Research Council (2001) indicated that: Link is emerging between literacy learning and functional communication due to the visual

been successfully used as a mode to teach spontaneous verbal communication skills Skills developing during the emerging literacy stage: Vocabulary: listening and

1 Literacy, AT-AAC, and ASD: National Research Council (2001) indicated that: Link is emerging between literacy learning and functional communication due to the visual nature of reading and writing and the strong visual-spatial strengths characteristic of the cognitive and processing styles of children with ASD Reading skills have been successfully used as a mode to teach spontaneous verbal communication skills Skills developing during the emerging literacy stage: Vocabulary: listening and speaking Grammatical skills: listening and speaking Text comprehension for stories read to them Gradual ability to tell personal narratives and then fictional narratives 1

Language Dynamics Group: provides resources for assessing

children preschool and school aged Website: http://www.

com/ Stories provided for assessing and developing personal

for all levels Video clips will be provided later with

with ASD: Step 1: Power Point Book: child listens to story.

retell story Step 3: Child answers questions related to the

2 Language Dynamics Group: provides resources for assessing and providing intervention on narrative development in young children preschool and school aged Website: Stories provided for assessing and developing personal narratives as well as fictional narratives Visual supports for all levels Video clips will be provided later with adaptations for children with ASD Modifications for a child with ASD: Step 1: Power Point Book: child listens to story. Step 2: Boardmaker Activity: child re-sequences pictures and retell story Step 3: Child answers questions related to the story Step 4: Child re-writes story using pictures from story, word wall, and Co- Writer (word prediction program 2

Ability to understand concepts of print (Clay, 2000, Concepts

Track print from left-to-right and top-to-bottom Understand that

Begin to know that words are composed of letters Use of spaces

3 Ability to understand concepts of print (Clay, 2000, Concepts about print): Book handling concepts and orientation of books Track print from left-to-right and top-to-bottom Understand that printed words provide the meaning Match spoken words with print Begin to know that words are composed of letters Use of spaces between words Use of upper case letters Use of spelling patterns Use of punctuation 3

4 Show me where to start. Which way do I go? Where do I go after that? Point to it while I read it Show me the first part of the story. Show me the last part. Show me the bottom of the picture. 4

Ability to use pictures to construct ideas Ability to use scribbles or

letters, usually those in their own names National Reading Panel (2000)

listening and then manipulating sounds in words (1 st building block)

5 Ability to use pictures to construct ideas Ability to use scribbles or strings of random letters to represent meaning Ability to write a few letters, usually those in their own names National Reading Panel (2000) 5 building blocks Phonemic awareness: auditory-oral competence involving listening and then manipulating sounds in words (1 st building block) Modifications may need to be made either using low technology modifications or high technology modifications (e.g., making the task more visual, using computer-aided instruction, etc.) Accessible Literacy Learning (ALL) 5

6 Classroom Suite: Writing (e.g., A sounds like apple.) Shared Book Reading: identifying letters in Dr. Seuss ABC Matching Letters: matching letters in name Fun Thinker Tiles: identifying letter sounds & initial sounds in words Example of Modified Phonemic Awareness Tasks for Children with Limited Verbal Language Sound Blending: Word provided slowly and child selected symbol that represented the word Say, c. a.. t 6

Example of Modified Phonemic Awareness Tasks for Children with

provided and child must identify word that begins with sound; child

Limited Verbal Language Elision/Deletion: the word is popcorn.

7 Example of Modified Phonemic Awareness Tasks for Children with Limited Verbal Language Sound Segmentation: visual letter and sound provided and child must identify word that begins with sound; child must understand symbol and word that represents it Show c, say /k/ Example of Modified Phonemic Awareness Tasks for Children with Limited Verbal Language Elision/Deletion: the word is popcorn. Find it without pop. 7

Phonics: sound-letter correspondence and (2 nd building

technology modifications or high technology modifications

8 Phonics: sound-letter correspondence and (2 nd building block) Modifications may need to be made either using low technology modifications or high technology modifications (e.g., making the task more visual, using computer-aided instruction, etc.) Accessible Literacy Learning (ALL) Computer-Aided Instructions (CAI): Word Maker (Don Johnston, Inc) Chunking 8

9 Phonics: Chunking Phonics: Word Maker 9

Fluency: ability to read text accurately and quickly Increase sight words and other word recognition skills Fluency frees students so that they can understand what they read; fluency not sufficient

10 Fluency: ability to read text accurately and quickly Increase sight words and other word recognition skills Fluency frees students so that they can understand what they read; fluency not sufficient for children with ASD Study (Baker & Finch, 2012) GORT-4 in 3 conditions: traditional, computer-based, computer-based with visual supports Participant s fluency within normal limits for age (8 years old) Significant difficulties with comprehension skills in all 3 conditions Introduced computer-based tasks with visual supports and strategies of Power Card strategy and the comprehension strategy of look backs Comprehension increased 10

Engage students in repeated readings Traditional

Digital books on computers or ipads Vocabulary:

Increasing the number of words an individual knows

oral language activities, including narrative

Reading extensively on their own Pre-reading

11 Engage students in repeated readings Traditional books Power Point books Web sites such as Starfall Digital books on computers or ipads Vocabulary: listening, speaking, reading, writing vocabulary Increasing the number of words an individual knows through the following activities Engaging in daily oral language activities, including narrative development Listening to adults read to them Reading extensively on their own Pre-reading activities, reading, and post-reading activities focusing on vocabulary 11

12 Hallway Activity: high frequency/ multiple meaning words found frequently in reading across content areas (Tier 2 words) LA_Vocab_Activities_Eng_Spn_1011.pdf Fun Thinker Tiles: matching printed words to line drawings Word Wall: matching printed words to line drawings 12

Text Comprehension: modeling and teaching reading comprehension strategies Monitoring comprehension What do I understand? What don t I understand?

) Using graphic and semantic organizers Answering questions Give purpose for reading Focus students attention on what they are to learn Help students to

13 Text Comprehension: modeling and teaching reading comprehension strategies Monitoring comprehension What do I understand? What don t I understand? What strategies can be used to fix what I don t understand? (look backs, paying attention to what you read as well as any supporting pictures, figures, etc.) Using graphic and semantic organizers Answering questions Give purpose for reading Focus students attention on what they are to learn Help students to think actively as they read Help students to review content and relate what they have learned to what they already know Generating questions Recognizing story structure 13

Answering questions Give purpose for reading Focus students attention on what they are to learn Help students to think actively as they read Help students to review

14 Answering questions Give purpose for reading Focus students attention on what they are to learn Help students to think actively as they read Help students to review content and relate what they have learned to what they already know Generating questions Recognizing story structure Narrative Components: Matching Pictures to Story Components 14

15 Narrative Retell: Character, Problem, Feeling, Action, Ending Summarizing Identifying or generating main ideas Connect the main or central ideas Eliminate redundant and unnecessary information Re-telling what they read (oralwritten) Written retell Instruction writing 15

Script: Playing A Game Systematic instruction in the use of written scripts that focused on commenting and questioning were found to be used appropriately when scripts were faded

16 Script: Playing A Game Systematic instruction in the use of written scripts that focused on commenting and questioning were found to be used appropriately when scripts were faded Krantz, P. & McClannahan, L. (1998). Social interaction skills for children with autism: A script fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31,

Investigations of effects of speech, print from LCD, and speech plus print on spelling found that one participant performed better in the print condition, two performed better in the speech only

Effects of synthetic speech output and orthographic feedback on spelling in a student with autism: A preliminary study. Journal of Autism and Developmental Disabilities, 28, 309-319. Schlosser, R. W.

17 Investigations of effects of speech, print from LCD, and speech plus print on spelling found that one participant performed better in the print condition, two performed better in the speech only condition and two performed equally well in all conditions Schlosser, R. Blischak, D., Belfiore, P., Bartley, C., & Barnett, N.. (1998). Effects of synthetic speech output and orthographic feedback on spelling in a student with autism: A preliminary study. Journal of Autism and Developmental Disabilities, 28, Schlosser, R. W., & Blischak, D. M. (2004). Effects of speech and print feedback on spelling in children with autism. Journal of Speech, Language and Hearing Research, 47, Given frequency of graphomotor problems, typing academic assignments or employmentrelated tasks alleviates much of difficulty associated with manual penmanship Klein, A., McPartland, J. & Volkmar, F. (2005). Asperger syndrome. In F. Volkmar, R. Paul, A Klin, & D. Cohen (Eds.). Handbook of Autism and Pervasive Developmental Disorders: Volume One. Diagnosis, development, neurobiology and behavior. Edison, NJ: John Wiley and Sons. Using Classroom Suite for Writing Using Co-Writer for Word Prediction 17

Computer-based instruction: Video modeling and video self-modeling have been successful as a strategy to teach social and cognitive skills, complex play sequences, perspective taking, self-help, and

age skills (e.g., greetings, increasing length of utterances, responses to questions, and requests) Peer serves as model Asking a girl to dance for requesting Learning to take turns during a ball

18 Computer-based instruction: Video modeling and video self-modeling have been successful as a strategy to teach social and cognitive skills, complex play sequences, perspective taking, self-help, and variety of language skills (e.g., greetings, increasing length of utterances, responses to questions, and requests) Peer serves as model Asking a girl to dance for requesting Learning to take turns during a ball activity Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, Buggey, T. (2005). Video self-modeling applications with students with autism spectrum disorder in a small private school setting. Focus on Autism and Other Developmental Disabilities, 20(1), Buggey, T. (2007). A picture is worth : video selfmodeling applications at school and home. Journal of Positive Behavior Interventions, 9, Delano, M.E. (2007). Video modeling interventions for individuals with autism. Remedial and Special Education, 28,

Bernard-Opitz, Sriram, & Nakhoda-Sapaun (2001) used a computer program to present animated drawings and speech depicting

novel solutions and were more variable than the typically-developing children Children with autism did show evidence of

Enhancing social problem solving in children with autism and normal children through computer-assisted instruction.

19 Bernard-Opitz, Sriram, & Nakhoda-Sapaun (2001) used a computer program to present animated drawings and speech depicting common social problem situations, which resulted in increased problem-solving skills Children with autism generated fewer novel solutions and were more variable than the typically-developing children Children with autism did show evidence of generalization to new problems Bernard-Opitz, V. Sriram, N., & Nakhoda- Sapuan, S. (2001). Enhancing social problem solving in children with autism and normal children through computer-assisted instruction. Journal of Autism and Developmental Disorders, 31, Social Express: app for the ipad or software for PC/MAC that focuses on thinking about and managing social situations 19

Computer assisted instruction has been used to increase variety of

environment, since it is predictable, consistent, and free from social

responding to questions with comments Lessons can be repeated over and

maintained through different and individually selected computerized

20 Computer assisted instruction has been used to increase variety of skills Many individuals on the autism spectrum favor computerized environment, since it is predictable, consistent, and free from social demands Users can work at their own pace Working on requesting and responding to questions with comments Lessons can be repeated over and over again until mastery is achieved Interest and motivation can be maintained through different and individually selected computerized rewards Working on listening to a story and responding to questions and story retells 20

21 Bernard-Opitz, V., Sriram, N., & Sapaun, S. (1999) Enhancing vocal imitations in children with autism using the IBM speech viewer. Autism: International Journal of Research and Practice, 3, Bosseler, A. & Massaro, D. (2003). Development and evaluation of a computer-animated tutor for vocabulary and language learning in children with autism. Journal of Autism and Developmental Disorders, 33, Golan, O. & Baron-Cohen, S. (2008). Systemizing emotions: Using interactive multimedia as a teaching tool. In K. Dunn Buron & P. Wolfberg (Eds.). Learners on the autism spectrum: Preparing highly qualified educators. Shawnee Mission, KS: Autism Asperger Publishing, Co. Decision Making in AT and AAC with Individuals on the Autism Spectrum There are many decision-making frameworks that may be used ranging from task analyses through the use of the Ziggurat Model We will focus on 3 examples National Professional Development Center on Autism Spectrum Disorders Steps for Selecting CAI Joy Zabala s SETT Framework Evidence-Based Practice (EBP) 21

Computer-Aided Instruction (CAI) National Professional Development Center on Autism Spectrum Disorders at http://autismpdc.fpg.unc.

22 Computer-Aided Instruction (CAI) National Professional Development Center on Autism Spectrum Disorders at Meets evidence-based criteria within the preschool, elementary and middle/high school age groups Academic/cognitive growth Communication skills Specific steps for using computer-aided instruction are provided and can be applied for all technology (handout) Identify target of instruction and define it so that it is observable and measurable Collect baseline data across at least 3 sessions or until stable data is collected Identify technology support within your setting and determine procedures for using technology Identify available computers for use 22

Simon Sounds It Out Laureate Software: Prepositions Identify

preferences as well as professional information and external evidence

Software that explicitly teaches target skill or behavior Software that

computer to be used Software that is user-friendly Clear progression of

23 Simon Sounds It Out Laureate Software: Prepositions Identify appropriate software by using variety of resources, including families preferences as well as professional information and external evidence available related to its effectiveness Select and install the software Software that explicitly teaches target skill or behavior Software that is age appropriate Classroom Suite Software that is compatible with computer to be used Software that is user-friendly Clear progression of steps Easy to follow on-screen guides or menus Readily identified help Wordmarker 23

Learn the software Try out program prior to introducing it to learner Select starting point that matches learner s interest and abilities Complete a task analysis of steps for using software Teach

24 Learn the software Try out program prior to introducing it to learner Select starting point that matches learner s interest and abilities Complete a task analysis of steps for using software Teach the software to others who support the learner Teach the learner basic computer skills, if necessary Introduce learner to software Provide learners with multiple opportunities to use computer Schedule regular times for learner to use CAI Identify other opportunities at school and home for learner to use CAI Provide ongoing support to learners 24

Collect data on acquisition of target skill Data collected on target skill in format similar to baseline data collection Use data to make instructional decisions regarding the targeted skill of

25 Collect data on acquisition of target skill Data collected on target skill in format similar to baseline data collection Use data to make instructional decisions regarding the targeted skill of behavior Start with data collection End with data collection SETT Framework (Zabala, ) 4-part model intended to promote collaborative decision-making in all phases of assistive technology service design and delivery from consideration through implementation and evaluation of effectiveness (handout) Developed for collaborative decision making related to assistive technology 25

26 Student-centered: characteristics and interests of the student What is/are the functional area(s) of concern? What does student need to do that is difficult or impossible to do independently? What are the special needs related to the area(s) of concern What are the current abilities related to the area(s) of concern? What are the expectations and concerns? What are the individuals interests and preferences? Environmental useful: customary environments in which the student spends his/her time Describe the instructional and physical arrangement of the environment(s)? What types of support are available for both the student and staff in these environments? What materials and equipment are commonly used by others in the environment(s)? What are the technology---physical--- and/or instructional access issues? What are the attitudes/expectations of staff---family others? 26

27 Task focused: specific tasks in which the student needs to participate in these environments What specific tasks occur in student s natural environments that enable progress toward mastery of IEP goals and objectives? What specific tasks are required for active involvement in identified environments related to each of the following: communication, instruction, participation, productivity, and environmental control? Tools: devices, services, strategies, training, accommodations, modifications needed to help student succeed in each environment for specific tasks identified Team describes what a useful system of supports, devices, and services would be like Team brainstorm specific tools that could be included in a system that addresses student s needs Team selects the most promising tools for trails in the natural environment Team plans the specifics of the trial Collect data on effectiveness 27

SETT is not a set protocol, it is a process Zabala developed SETT scaffolds which provide guides and forms that help teams to focus on the issues at each step (S, E, T, T) Download scaffolds from:

28 SETT is not a set protocol, it is a process Zabala developed SETT scaffolds which provide guides and forms that help teams to focus on the issues at each step (S, E, T, T) Download scaffolds from: SETT Scaffold for Consideration of AT SETT Scaffold Data Collection SETT Scaffold Tool Selection SETT Scaffold Implementation Both the Ohio Center for Autism and Low Incidence (OCALI) and the Wisconsin Assistive Technology Initiative have excellent A.T. Guides OCALI: WATI: ports/free/index.php Both sites provide A.T. Guides and Checklists to help teams collect and organize information related to assistive technology 28

29 What is missing from the Steps for CAI and the SETT Framework? One component missing might be asking a specific question related to the intervention that you want to use Evidence-Based Practice suggests using a foreground question that can help to structure the question so that you can gather information from external sources or collect data yourself Person-Intervention-Comparison Intervention-Outcome Questions may be used (PICO) For children with autism disorder (P) does PECS (I) lead to significantly more initiation of communication (O) than speech alone (C)? For children with autism disorder (P) does PECS (I) lead to significantly more initiation of communication (O) than using Prologue-2-Go on an ipad (C)? 29

30 For children with autism disorder (P) does the use of objects (I) lead to better comprehension of prepositions (O) than using Laureate Preposition software(c)? For children with autism disorder (P) does the use of objects (I) lead to better comprehension of prepositions (O) than using Smarty Ears Prepositions Remix on an ipad (O)? For children with autism disorder (P) does the use of Laureate Preposition software(i) lead to better comprehension of prepositions (O) than using Smarty Ears Prepositions Remix on an ipad (C)? For children with Asperger s disorder (P) does the use of Social Express for the ipad (I) increase the child s ability to identify feelings in others (O) more than the use of The Transporters (C)? 30

31 For children with autism disorder (P) does the use of Laureate Preposition software(i) lead to better comprehension of prepositions (O) than using Smarty Ears Prepositions Remix on an ipad (C)? For children with Asperger s disorder (P) does the use of Social Express for the ipad (I) increase the child s ability to identify feelings in others (O) more than the use of The Transporters (C)? For children with autism disorder (P) does the use of a strategy during story reading tasks to increase multi-symbol use with an ipad and an AAC app (I) improve more (O) than using this strategy with a nonelectronic communication board(c)? For children with autism disorder (P) does the use of Prologue-2-Go (I) lead to using more communicative functions (O) than the use of a DynaVox (C)? 31

Resources for Communication Apps AAC TechConnect: http://www.aactechconnect.

32 Resources for Communication Apps AAC TechConnect: AAC Apps Assistant: fee for service tool for searching for AAC Communication Apps of idevices; currently reviews over 100 apps 1 individual user $34.99/year 1 individual user Bundle with AAC Device Assistant $59.99/year AAC Device Assistant: fee for service tool for searching for AAC Communication devices; currently reviews approximately 100 devices 1 individual user $34.99/year 1 individual user Bundle with AAC App Assistant $59.99/year 32

AAC Device Assistant: fee for service tool for searching for AAC Communication devices; currently reviews approximately 100 devices 1 individual user $34.

33 AAC Device Assistant: fee for service tool for searching for AAC Communication devices; currently reviews approximately 100 devices 1 individual user $34.99/year 1 individual user Bundle with AAC App Assistant $59.99/year Evaluation Toolkits AAC Workshops Free Tools & Resources Handout: The Devices: Features to Consider 33

Social Interaction Groups For Children with Autism: Visual Strategies

Social Interaction Groups For Children with Autism: Visual Strategies Elizabeth (Liz) Delsandro, M.S., CCC-SLP Clinical Assistant Professor in Speech-Language Pathology Graduate Students and Clinicians