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Using the iPod touch & iPad for Students with Autism

Using the iPod touch & iPad for Students with Autism. Jamie Callahan & Brie Van Reed Kate Deibert , Marierose Godwin, & Lauren Spiece BCASC Conference, March 19, 2011. Agenda. Overview How did we get started? Who are these devices for? Application Review Behavior Academic

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Using the iPod touch & iPad for Students with Autism

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  1. Using the iPod touch & iPad for Students with Autism Jamie Callahan & Brie Van Reed Kate Deibert, MarieroseGodwin, & Lauren Spiece BCASC Conference, March 19, 2011

  2. Agenda • Overview • How did we get started? • Who are these devices for? • Application Review • Behavior • Academic • Organization/independence • Communication/Social Skills • Setting up a device • Hands On/Questions

  3. How did we get started? • Funding • Foundations • What do we have? • iPod touches (with and without cameras) 23 • iPads9 • Cases for touches and pads 29 • Microphones 12 • Flip Cameras 25 • Kodak Flips 2 • Tripods 15 • Document Cameras 4 • Smart Boards 2 • iTunes Apps $500 • MAC Book

  4. Who are these devices for? • Varied learners • Starts with a need • Identify area to target • Data collection before and during intervention of technology • Not a cool toy, it’s not for everyone

  5. Behavior Applications

  6. Academic ApplicationsMath

  7. Academic Applications Math

  8. Academic Applications Language Arts

  9. Academic Applications Language Arts

  10. Independence/Organization

  11. Independence/Organization

  12. Social Skills

  13. Social Skills

  14. Communication

  15. Now that you have a device… • Do not be intimidated! • Setting up the device • Communication • How do you teach your child or student to use it? • Helpful Tips • New upgrade to iTunes • Restrictions • Delete apps off • Only synched to one computer • Files

  16. Research A sampling of the research support: 1. Kathy Walsh Nufer column: Students with Autism Piloting Communication Apps.www.postcrescent.com. February 2, 2010 Ms. Nufer observed the use of iPod Touches with students on the spectrum to be highly successful. These pilots have demonstrated that students can have the device individualized to meet their needs; they require less fine motor skills than a computer and have led to a higher level of independence for students. 2. Kimball, Jonathan W. and Smith, Karl, Crossing the Bridge: from the Best Practice to Software Packages Focus on Autism and Other Developmental Disabilities, Vol. 22 number 2 summer 2007 pages 131-134. This article calls for a National Autism Technology Center to further explore the great success students on the Autism Spectrum have had using technology to enhance their skills. Technology successes have been seen in the use of reinforcers, visual tools, management tools and links to home. 3. Lacava, Paul, Golan, Offer, Baron-Cohen, Simon and Brenda Smith Myles. Using Assistive Technology to teach Emotion Recognition to Students with Asperser Syndrome. Remedial and Special Education, Volume 28, number 3, May/June 2007, pages 174-181 This article investigates the use of technology to assist higher functioning students draw interpret social information from non-verbal cues.

  17. Any questions for the good if the group? • If you have child specific questions, ask one of us during hands on time

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