Applications that help a child advance in daily living.

Model me kids are video modeling DVD’s for building social skills throughout daily living activities. They cost $29.95 each and are approx 1 hr  to 75 mins long. Included is a CD-Rom of photographs with each video. Each skill is demonstrated in more than one situation and across environments because it helps with generalization of the skill taught for children with an ASD.

1.    Time for school – features elementary school-aged children demonstrating appropriate social skills in the classroom, library, playground, and in the hallway.

2.    Time for a playdate – Features elementary school aged children demonstrating appropriate skills on a playdate

3.    I Can Do It! – Features school aged children demonstrating appropriate behaviors in a variety of difficult situations such as: birthday party behavior, working as a team, wait my turn, turn off the TV, when friends say “no”, transitions: getting ready to go out & doing homework, try something new.

4.    Conversation Cues – features high school aged children demonstrating social skills at school and in the community. Topics includes: When to start conversation, when to joint conversation, interested cues, not interested cues, board cues, take turns, maintain conversations, talk on topic, disbelief cues, confused cues, my cues, end conversation.

5.    Friendship – Features teen-aged children appropriate social skills at school, playing on sport teams, eating at a restaurant, and other settings.

6.    Tips and Tricks – topics include voice modulation, blurting, tact, personal space, grooming & hygiene, deep breathing, forgive, asking for help, sense of humor, perspective, being wrong, flexibility.

7.    Confidence & Bullying Prevention – Topics include self advocacy, peer pressure, choosing friends, building strengths, visualization, positive self-talk, scripting, stay with others, telling isn’t tattling, walk tall, children sharing experiences of being picked on and how they handled it. Recommended for ages 9-17.

8.    Organization & Motivation – Topics include: Do my best, planning ahead, being on time, note-taking, organization, persistence, break it down, flexibility, focus, the big picture, memorization, mistakes.

9.    Faces & Emotions – Topics include: Happy, sad, afraid, tired, angry, excited, surprised, bored, calm, proud, love, shy. Recommended for ages 2-8.

10. Going Places, Topics include: Doctor, mall, birthday party, hairdresser, Dentist, grocery store, Transportation, library, playground, restaurant, school. Recommended for ages 2-8.

Also, Model Me Going Places App on iPhone or iPad. Free app that runs through 6 scenarios including hairdresser, playground, mall, doctor, grocery store and restaurant. Each location contains a photo slide show of children modeling appropriate behavior. 

see video

"Two new studies at Indiana University demonstrate that videos depicting exemplary behaviors can be effective in helping children and adolescents with autism spectrum disorders develop social skills...Results from the [video modeling] meta-analysis indicate that both video modeling and VSM meet the Council for Exceptional Children's criteria for evidence-based practices." 
- Bellini, S. & Akullian, J. (2007), Exceptional Children, 73, 261-284

Zac Browser

 This is the first web browser developed specifically for children with an ASD. Zac Browser is for children – their enjoyment, enrichment, and freedom. Children touch it, use it, play it, interact with it, and experience independence.  It is compatible with touchscreens, PCs, laptops, netbooks, tablet PCs, and Mac’s with boot camp using Windows XP or Vista. This means if you have a Mac you must get vista and use something called boot camp to change operating systems from Snow leopard to Vista, and then run Zac Browser. Here is the link on how to use “boot camp” http://www.zacbrowser.com/mac.php.

It is basically like Internet explorer, safari, or firefox but less complicated and safe for children (especially with ASD) to maneuver. Zac Browser automatically updates and adds new sites and videos as they become available. It can be used as a safe skill-building tool for using/introducing technology in the lives of children with ASD. It is available in English, Spanish, and French. It even works using the Wii remote.

See youtube tutorial.

First Then Visual Schedule application on iPhone/iPad - $9.99

Like any other visual schedule, this application is a behavior strategy to increase independence and lower anxiety during transitions through the use of images. This application can increase compliance in children with ASD because of its ability to be completely customizable and interactive. As we learned children with ASD perform better when the activity is predicable. The use of high technology can increase it as compared to a paper schedule that is dull and not as interactive as this application due to the fact that you can record their own voice, add their own images from their computer, internet, camera, or use images from the stock library to create a schedule. So if you can’t come up with a picture of the exact reinforcer the child uses (ie. Toy train), you can take a picture of it directly and download it to the application.  Check out another tutorial. Very easy to use!

4 Applications that work on communication.

     Proloquo2Go--$189.99 Fully compatable with the iPhone & iPad

a.     Used on iphone, iPod touch, iPad – can use it on all three devices interchangeably without requiring user to purchase it twice.

b.     50% off discount for educators that buy 20 or more

c.      Voices –North American English/British male, female, girl &boy

d.     Version 1.5 includes word prediction (more beneficial for physical disabilities.

e.     If you want to try an intro to AAC for iPad you can try the TapToTalk application for Free.

f.      Grace – picture exchange for non-verbal people is also an option that is not as expensive for --$37.99

g.     Expressive 1.2 ACC -$34.99 

a.     Expressive is an entry-level, easy to use, and powerful app that allows children and adults with a speech impairment or a communication disorder to express their wants and needs through the use of pictures. It does not matter if an individual is having difficulty communicating due to autism, apraxia, stroke or any other communication disorder, Expressive will give that person the ability to express themselves through the use of pictured images and corresponding audio.

h.   There are already several apps available for children to use as a form of alternative communication. Users have to realize that it is not about which app has the most features, but which app best meets the needs of the individual child. Different children need different features.

2.     ABA Receptive Identification -- $0.99 Fully compatable with the iPhone & iPad

a.     Teaches features, function and class of items, people and places.

b.     www.kindergarten.com for a complete portfolio

c.      Good for categorization

d.     Also Which Does Not Belong? App

3.     Stories2Learn – $13.00 Fully compatable with the iPhone & iPad

Create personalized social stories that can be used for new concepts quickly.

a.     Play2Learn Spanish $1.99

Increase vocabulary in spanish

4.     Smart oral motor – $9.99 youtube Fully compatable with the iPhone & iPad

Works on oral motor skills benefiting children with Apraxia of Speech, feeding, and other difficulties. Provides the visual cues for practicing several oral motor exercises.  A total of 15 Oral motor exercises. 

More applications from Smarty ears.

a.     iPractice verbs

a.     WhQuestions

b.     Fluency Tracker

c.      Disfluency index counter

d.     iTake Turns

e.     Yes/No App

f.      Match2Say

g.     Articulate it!

h.     Smarty Speech-Spanish

i.       Sunny Articulation Test

j.       /r/intensive

                 You can find all of these applications @ www.smarty-ears.com or download it from the App                                          Store.

Talk about 3 different devices. What are the Pros and Cons of each of them?

Talk about 3 different devices. What are the pros and cons of each of them?

iPad

The iPad is more than a toy or convenient laptop. It can be an effective teaching and communication tool for the special needs populations.

The iPad is perfect for education—a lightweight computer, relatively inexpensive, capable of being used almost anywhere: in your hands, on a table, attached to a wall.

Apps for children with cognitive disabilities have been created. There are built-in accessibility tools such as zoom and high contrast display. A built-in Voice over screen reader works as well on the iPad and Dragon Dictation is also available.  

Pros

1.     Portability and lightness (new iPad2 even lighter and thinner at 1.35 pounds, flexibility, and ease of use

2.     Long battery life (up to 10 hours)

3.     Instant on

4.     Ease of software download

5.     Screen resolution quality

6.     Innovative software (applications)

7.     Price starting at $499.00

8.     Wide availability of free applications

9.     The iPad is a “cool” tech device that doesn’t immediately mark a child as different, many see it as a more attractive option than the more traditional ones.

10.  Many children are captivated by it, many are motivated to master quite a few skills in a short span of time

Cons

1.     The sound: It has been reported that the volume can be a little low when people use it to speak in a crowded area.

2.     While iPad is overall good for teachers, students, and classrooms, on the down side it doesn’t yet support Flash and some complain abo uthe lack of physical connectors, such as a dedicated USB ports and SD card slots

3.     Another potential weakness is…its weakness. While relatively sturdy, it’s not as sturdy as a communication board that’s specifically designed for special needs populations. (A person does have to exert some caution when using the device with youngsters who are prone to frustrated outbursts.)

4.     Any type of alternative input (joystick, head tracker, trackball, switch, ect.), you will need something other than an iPad

5.     If your user simply can “not” operate or understand the initial slide of the iPad it is not a good option.

6.     If your user perseverates on the Menu button and constantly drops out of their AAC software.

7.     No scanning capability

8.     Touch screen can be annoying/frustrating at times…..as seen in the beginning of this video

Max tries to use iPad and Proloquo2

Dynavox Maestro

Dynavox has recently released the Maestro to compete with the cool, sleek iPad

It offers all the tried and true benefits of a Dynavox’s unique pre-configured out-of-the-box InterAcct software page sets tailored to meet the unique vocabulary and language needs of communicators aged from pre-school through to adult years with varying levels of communication ability. The Maestro then bundles it with all new “sleek” hardware to offer the following benefits.

Pros

1.     Compared to other AAC devices 2.75 lbs (slim battery 3 hours) and 3.44 lbs (full-size battery 9.5 hours)

2.     Build in digital camera allows uses to quickly capture images and build them into communication pages.

3.     Build tough—a magnesium case and spill resistant screen make the Maestro one very resilient

4.     Both slim and extended battery options are available for different purposes, one for long school days and one, with less weight, for shorter trips outside.

5.     It runs on Windows 7 operating system thus run any compatable software application directly on the Maestro.

6.     Wireless access to computers, surf the internet, and email

7.     Compose and print word processing documents

8.     MP3 player functions, store music and create playlists

9.     Touch to enter and exit

10.  Visual and auditory scanning

11.  Joystick compatible

iPad running Proloquo2 app

Advantages of Dynavox Vs. Proloquo2

1.     Some say it has better software

2.     Better speaker

3.     Screan is easier to read in direct sunlight

4.     More rugged, can withstand more abuse

5.     Many more applications since it is really just a Windows PC –The iPhone/iPad has tons of apps but it is much more closed since everything must go through Apple

6.     Personalize symbols by color, or use a picture form the internet to link to games.

7.     Integrated switch and USB ports allow you to connect to switches and other devices.

8.     Can control TV’s, DVD’s, lights and doors wit infrared

9.     Take pictures and record words or phrases with the micriphone (I am not sure if the iPad 2 can now do this since it has a camera.

Cons

Price $8,000 vs  $500 ipad and 150 for Proloquo2 application (Is it worth it?)

Maintaince….new power adapter $90

GoTalk

GoTalk Express 32+

Mid-level Technology (a merge between low tech and high tech)

Another person (teacher, classmate, sibling, or friend, for example) records messages the user likely will need. There are linked with an overlay of pictures, words, or symbols that help the user remember where to find theses messages. Users can “Talk” simply by pressing on a picture to play a message. The Express 32 has added the ability to play multiple messages in sequence.

Features

The latests GoTalk express 32 weights 2.25 lbs.

Visual cueing- four bright LED pipes surround the message keys

Auditory cueing- choose between a 1.5 second recorded cue or beeps of varying tones

Scan pattern- step, linear, or group scanning available

Switch access- single or double switch access

Pros

1.     Very durable, drop it…it wont break

2.     Easy to use

3.     Easy to record

4.     Good sound quality

5.     Customizable settings

6.     One can save expressions…..ordering at a restaurant.

7.     Can link messages together for a long comprehensive expression

8.     Scanning option

9.     Price $300 for a GoTalk32+

10.  Overlay software $80

11.  You record the message…any language

12.  Uses 3 x AA batteries

13.  Build-in overlay storage compartment

Cons

1.     No cool factor

2.     Bulky and heavy

3.     More appropriate for children with physically disabilities

4.     No Internet access

5.     Not very interactive

6.     Only use as AAC

7.     Children with ASD will not be as motivated to use it as much as other higher tech options

Benefits of using technology for children with autism

Autism, Augmentative Communication, and Assistive Technology: What do we really know?

This article written by Pat Mirenda is a literature review on the augmentative and alternative communication (AAC) and assistive technology used to support communication and learning with individuals with ASD. It presented six main topic areas:

1. Assessment- There are no “autism specific” AAC assessment procedures documented or reported to date.  The Participation Model to address three assessment goals. 1. Current and anticipated future communication needs. 2. Determine student’s abilities (sensory, receptive/expressive language, symbol representation, and motor skills) 3. Interaction strategies and identify barriers.  From the assessment they could design a comprehensive AAC intervention to support the student’s development.
2.   Staff/family training – Highlighted that parent provided opportunities for communication in daily routines facilitated communication.
3. Supports for Augmented Input- Evidence that individuals with autism benefit when language input is augmented, particularly through the visual modality primarily schedules and visual symbols for choice making.
4. Supports for Augmented Input & Output- use of Aided Language Stimulation (ALS) used to teach individuals to understand and use visual-graphic symbols for communication plus VOCA (voice-output communication aid). The literature reveled that a naturalistic “total immersion” approach can be effective in facilitation both receptive and expressive communication skills.
5. Supports for Augmented Output – Visual-spatial symbols including PECS and FCT (Functional Communication Training).
6. Assistive Technology for Communication and Learning – Included a study that all of the participants were able to use their VOCAs without prompting in novel community settings with untrained community members.  Also an article on Computer Assisted Instruction reduced disruptive behaviors and higher rates of compliance to instruction.

This article clearly points out that there is limited research on Augmentative communication and assistive technology on children with ASD. The studies available have been largely single-subject designs or case studies.  However the studies reviewed were in support of all levels of assistive technology to increase communication and learning.

Mirenda, Pat. (2001). Autism, Augmentative Communication, and Assistive Technology: What do we really know? Focus on Autism and Other Developmental Disabilities, 16(3), 141-151.

Autism, social skills and virtual reality.

This article written by Parsons and Mitchell suggests that attempts to teach social behaviors while using a behavioral or theory of mind approaches are beneficial; however lack generalization to novel environments. This article highlights the advantages of Virtual Reality (VR) technology as an intervention strategy of social skills for individuals with ASD.

In discrete-trial learning approach within a therapy environment meant that these specific behaviors were context specific and devoid of naturally occurring interactions. TOM teaching using a photograph to show a scenario serves to make thought concrete, which might help people with autism to consider the mental states of others and generalize this understanding. However, in one study reviewed children with autism were significantly helped to pass tasks on which they received teaching, but failed to demonstrate any of this understanding on any task in which they had not received teaching.

Virtual environments allow users to interact with 3-D computer based world incorporating impressive graphics and design. They can maneuver through the gaming in real time using a joystick or mouse on a desktop PC or laptop making it accessible and affordable. VR can look realistic and can include representations of people as well as objects. Another advantage of VR training is that the need for real world social interaction is minimized, thus reducing anxiety common for people with autism. However, it is stressed that the purpose of VR training is not to reduce social interaction, but to allow a safe and non-threatening practice of skills in an educational setting.
Concerns have been raised with the reliance of VR training that the non-social environment supports the disability of autism. It could lead to OCD behaviors and decrease real world interactions increasing reluctance to re-enter the real world. The author suggesting that the child’s interaction with the computer would be more active, less predictable, and therefore, fewer obsessions dismissed this theory.
VR takes the benefits from both approaches and offers social skills teaching within a package including:
1. Repetition of the target skill or task
2. Rote learning of social rules
3. Fading of prompts over time
4. Verbal instructions/explanation of the social skill
5. A consideration of how one’s own behavior impacts on others (i.e. understanding other minds
6. Practice of skills in realistic settings
7. The ability to practice the skill across contexts
8. Role-play of target behaviors
9. Accessibility and ease of use for schools and teachers
10. Affordability for home and school environments
In conclusion, “the advantage to VR training is that the child can role-play in an environment designed to simulate real-world scenarios. Thus, responses can be practices in realistic settings in the absence of potentially threatening and frightening real-world consequences.” Practicing flexibility responding in a safe and controlled environment can reduce anxiety in people with ASDs, enabling them to plan what to do next, rather than displaying repetitive, stereotyped behaviors that is not helpful in achieving their goal of increased appropriate social interactions.

Parsons, S. & Mitchell, P. (2002). The potential of virtual reality in social skills training for people with autistic spectrum disorders. Journal of Intellectual Disability Research. 46 (5), 430-443.