Best serving our students in this changing world of technology

1. Best serving our students in this changing world of technology L. Lynn Stansberry Brusnahan, Ph.D. University of St. Thomas llstansberry@stthomas.edu

2. Objective • Today’s students are technological savvy with many professing to learn better through technology. • This session provides participants with some simple technology that enhances student’s comprehension, communication, social skills, emotional regulation and gives students options to demonstrate their learning.

3. Post Test • What is a piece of free technology online that you can use in the school setting to help students learn social skills and/or emotional regulation that you will explore in the next 3 days? •  What are some ways you could use technology to enhance students’ ability to demonstrate their learning? •  How will you use technology to introduce new concepts and enhance comprehension in students?

4. Technology • Wordles • Glogsters • Animotos • Voice Threads • Video Modeling • Visual Supports • Ipad/Itouch Apps

5. Communication Spectrum Non-Verbal Verbal • Total lack of the development of spoken language • Delay in language development • Individuals with sophisticated vocabulary but difficulty with the pragmatics of language • Remember: The ability to verbally communicate is not a sole indicator of intelligence.

6. Expressive Challenges • Nonverbal - may communicate w/ behavior • Minimally verbal • Reciprocity Challenges: Initiating, responding, maintaining, terminating & repairing a conversation • Answering questions • Interrupting or asking inappropriate questions • Talking about others’ interests • Expressing thoughts and feelings • Sophisticated vocabulary reflecting superior memory rather than language mastery

7. Receptive Challenges Comprehension • Inferential thinking • Figurative language (literal) • Words with multiple meanings • Humor • Abstract • Sarcasm

8. Socialization Spectrum Aloof Passive Active but Odd • Social skills can be taught.

9. Socialization Challenges • Communication • Recognizing the feelings & thoughts (perspectives) of others • Maintaining personal space • Making or keeping friends • Joining & being involved in groups • Maintaining eye contact • Understanding what is tactful • Understanding others motives, easily taken advantage of & bullied

10. basket box ball Sally Ball Ann Theory of Mind Sally putballinbasket It will be much easier to provide support if you understand that some individuals experience perspective taking challenges. Bye Sally Ann movedballfrombaskettobox Ann is gone Sally is back Where will Sally look for the ball?

11. Communication Systems Apps • Simple Easy Board Choice Board Tap Speak Creator Choice Tap to Talk Tap Speak Pictello Button/sequence

12. Communication SystemsApps • Complex ProLoQuo2Go Expressive Sono Flex Verbally

13. WordleWordle http://www.wordle.net/

14. Glogster Online Postershttp://www.glogster.com/ Video: http://www.screencast-o-matic.com/watch/c6Qtn2QDy

15. Glogster • Glogster EDU is a global education platform for the creative expression of knowledge and skills in the classroom and beyond.   • Glogster provides technology to create GLOGS - online multimedia posters - with text, photos, videos, graphics, sounds, drawings, data attachments and more. • A Glog is an interactive visual platform in which users create a “poster or web page” containing multimedia elements including: text, audio, video, images, graphics, drawings, and data.

16. Animoto Online Videoshttp://animoto.com/ Video http://www.screencast.com/t/YWNlNTQxZDc Free 30 second videos

17. Voice Thread Online Conversations https://voicethread.com • A VoiceThread is a collaborative, multimedia slide show that holds images, documents, and videos and allows people to navigate slides and leave comments in multiple ways. All with no software to install.

18. Making a Voice Thread • Just click on the button labeled Sign in or Register at the top-right corner of the page. • Click on the Registration button, fill out the required fields, and then click the button labeled Register. • Once you've done this, you will automatically be signed into your account. • Click MyVoice at the top of the page to be taken to your MyVoice page, where you will see some VoiceThread tutorials to get you started. • https://voicethread.com/

19. VoiceThread Overview • With VoiceThread, group conversations are collected and shared in one place from anywhere in the world. All with no software to install. • You can create voice threads or leave comments on voice thread. • Leave comments in 5 ways - using voice (with a mic or telephone), text, audio file, or video (via a webcam). • Share a VoiceThread with friends, students, and colleagues for them to record comments too.

20. Traditional ApproachDirect Teaching Many students with must be directly taught many skills because they do not learn them without being direct instruction. Students can develop a clearer understanding through direct instruction, teacher modeling, and student-modeled activities.

21. Traditional ApproachModeling • Research suggests children imitate the behavior of others who are significant to them, especially when reinforced. • For such learning to occur, individual must be aware of target behavior and must be capable of imitating. Example 1. At snack time, a child who does not consistently use a spoon is seated across from a favorite peer who uses a spoon correctly. 2. An adult serves tiny portions of pudding to each child. 3. The child modeling eating with a spoon is reinforced verbally and with offers of more pudding following correct use of the spoon.

22. Direct Teaching & Modeling via TechnologyVideo Modeling A procedure in which a learner is shown a videotape of a model performing a target behavior or completing a desired task Sigafoos, O’Reilly, & de la Cruz, 2007 22

23. Observational Learning Process From “Video Modeling: Why does it work for children with autism?” by Corbett & Abdullah, 2005 23 Four pivotal factors that need to occur: 1. Attention- viewer identifies with model 2. Retention-retain images seen • Reproduction-reproduce actions within own repertoire 4. Motivation – reason to imitate actions

25. Video Modeling • Target skill you wish to teach. • Determine type of video modeling • Do you want to show target skill from learner’s point of view or from a third person? • If video modeling, who will be the model? • If video self-modeling, how will you prepare learner?

26. Make Video • Preparation • Make a script by breaking the task down into steps (i.e., task analysis) or modeling the desired behaviors. • Sometimes, video can be recorded in real time (e.g., recording a student passing through a cafeteria line) and little preparation is necessary. • Record • Edit (Do voice over as necessary)

27. Task Analysis • Segment target skill into more manageable components: • Complete skill and record each step or • Observe another person (in real time or via video) complete the activity and • Record the steps • Confirm that each component consists of a discrete or single skill.

28. Download You Tube Videoshttp://www.zamzar.com/url/

29. Using Video to Teach Emotions Transporters(Simon Baron-Cohen) Episodes introduce emotions like happiness, anger, fear, kindness & pride The project uses narrated cartoon videos to help teach facial expressions and emotions. http://www.thetransporters.com/watchep1.html http://www.transporters.tv/watchep1.html

30. Teaching Social Competence through Videos Pixar Short Clips (Boundin Video, For the Birds Video) Example from “Fitting In and Having Fun” Making Friends Video modeling is an Evidence Based Practice http://www.autismshop.com/fittingin2/index.html

31. Communication StrategyVisuals Supports What did Matthew do this weekend? Swim Church Movies

32. Visuals Help Verbal Communication

33. Visuals Help Receptive Communication If I didn’t see it, you didn’t say it.

34. Visuals Help with Multi-Step Directions

35. Visuals Help with Schedules & Routines

36. Visuals Help with Change. Change can be hard so… visualize it!

37. Visuals Help with Transitions

38. Hidden Curriculum Unwritten social rules and expectations of behavior that we all seem to know, but were never taught. No one explains these things, yet students adjust their behavior according to expectations, knowing what the consequences are likely to be, and are prepared to make those choices seemingly without effort. Also the hidden curriculum differs by age, gender etc… Most kids seem to know that… • it’s not a great idea to tell the joke that was funny in the locker room to a teacher • it’s not a smart idea to argue with a policeman – even if he is wrong Video Examples: • Sheldon and Penny on Big Bang Theory • Ross and Rachel’s Kiss on Friends

39. Social Stories Descriptive Sentence: Describes situation and desired response.(answers: who, where, what and why) On Monday at 10:30 the 3rd grade class will go to the gym and have their picture taken. Directive Sentences: Worded positively to direct desired response by individual. Descriptive Sentence: Describes what others will do. Perspective Sentences: Describes a commonly shared value or opinion. Perspective Sentence: Describes internal state of person or reactions, feelings, moods of others in a given situation. The photographer will tell me to sit on the chair and to smile when it is time for my picture to be taken. This will make my parents happy. Most people like getting their picture taken. I will try to smile & stay calm when I get my picture taken. . Sometimes children enjoy having their picture taken and their parents like to look at their picture. The most common mistake in writing a social story is writing too few descriptive types of sentences and too many directive types of sentences

40. Social Story Pointersby Carol Gray (originator of social stories) • Story should answer “Wh” questions • Who • What • Where • When • Why • How • Story should use positive language • “I will try to walk in the hall.” Instead of “I will not run in the hall”

41. What else is important to include in writing a social narrative? • Use visual and concrete language. • Use vocabulary appropriate for individual’s ability. • Avoid using terms such as “always” or “never” instead use “usually” or “sometimes.” • Write flexibility into the events of the story to address possible variations that may occur in the target situation.

42. Use Technology Social Stories

43. Behavior Management • Proactive Strategies • Use of Social Stories/ Video Modeling You Tube Model Me Morning Routines Going Places http://modelmekids.com/community-social-skills-autism.html

44. Behavior Management • Proactive Strategies • Scheduling First Then Visual Schedule Pocket Picture Planner Click n’ Talk Use Your Handwriting

45. Behavior Management • Proactive Strategies • Timers Egg Timer ihourglass SimplestTimer

46. Behavior Management • Proactive Strategies • Calming Pocket Pond Spawn Lite Breathing Zone

47. Me Moveshttp://www.thinkingmoves.com/