17. Autism
Autism Spectrum Disorder (ASD)
Range of conditions that share common characteristics,
including difficulties with communicating, problem
solving and interacting.
21. Early warning signs Seek advice if you see some or
many of these behaviours:
• Doesn't smile at familiar people
• Doesn't respond to name
• Doesn't easily engage in or even enjoy
games
• Doesn't use eye contact
• Doesn't point to things
• Doesn't understand instructions
22. Early warning signs, more...
Seek advice if you see some or
many of these behaviours:
• Intense interest in narrow range of topics
• Obsessed with one game or toy
• Easily upset by change, demands routine
• Unusual body movements
• Extremely sensitive to sensory
experiences
• Seeks sensory stimulation
25. Functional assessment
• Look at the child in context, and the behaviour
in a real context
• What are the functions of the behaviour- what
and why is the child achieving?
• Plan and implement strategies
26. Behaviours
• Make descriptions of behaviour specific
• What exactly, when exactly, where?
• Record frequency and duration
• Record reactions and consequences to
intervention
27. Functions of the
behaviour...
• Escape/ avoidance of a situation
• Attention gained from the action
• Getting access to a tangible item or activity
• Automatic personal reinforcement or sensory
input
31. Technology
Currently being used:
• Computers/ laptops
• Specialised software
• Websites
• Mobile tablet technologies, eg iPad
• Growing and expanding
32. Key principles to using technology
for students with Autism
• Must be VISUAL
• Be implemented with positive behavioural
supports
• Must be functional, motivating and interactive
33. Technology
Integrate use to:
• Improve and develop a communication
system
• Assist development of social skills
• Enhance ability to learn
34. Low tech
Symbol cards
Symbol boards
Visual tools
Sign language
35. Range of technology
for communication
Symbols
Software
Communication devices
iPad apps
37. • User-friendly
• Engaging
• Multi-Functional
New technologies
• Mobile and portable
• Easily accessed
• "Normal"
• Motivating
• Cost effective
38. Challenges
and solutions...
• Durability
Solution: protective cases and coverings
39. Challenges
and solutions...
• Finding the right Apps/program's
Solution: access blogs and websites that
review apps, Autism Apps.
40. Challenges
and solutions...
• One size fits all?
Solution: no quick fix, no single solution, team
assessment and problem solving
41. Challenges
and solutions...
• Abandonment of other valuable strategies
Solution: don't throw the baby out with the
bath water.. The iPad is just one tool in our
tool kit.
43. Challenges
and solutions...
• ICT .... ie... It Can't Teach
Solution: not the total solution, success relies
on the teacher still teaching
44. Challenges
and solutions...
• Training and support
Solution: funding to support ongoing and
continuing professional development, access
to the right training
45. Challenges
and solutions...
• Ongoing support to implement
Solution: access to regular support services
and therapies, collect and review data
46. Challenges
and solutions...
• iPad obsession and keeping kids on task
Solution: Limited music, video and entertainment
apps, Use within structured time limits, Use
together, encouraging interaction and
engagement, iOS 6 - Guided Access
47. REMEMBER....
Continue to support students:
• With clear goals and objectives
• While continuing to collect data
• While reviewing what works and what doesn't
• And stay flexible and ready to make changes
on the run
49. Communication skills
Affected in different ways
• Significant delays in speaking, use and
understand fewer words
• Not speaking at all (nonverbal)
50. Communication
In those children who do develop speech
• Copy or echo words (echolalia) with no real
meaning attached
• Difficulty initiating communication
• Talk about their special interests
• Difficulty using language for a range of purposes
• Use and understand a limited set of vocabulary
51. Goals
• Increase use and understanding of words
• Improve comprehension and listening skills
• Develop and extend vocabulary
• Develop and extend spoken language skills
52. Software plus
To expand and support oral language
• Practical examples
• Clicker
• Symwriter
• Symbol activities- language activities, songs
and stories
61. Communication
Nonverbal
• Children with little or no speech
• Need to be given alternative ways to
communicate (commonly called AAC)
• Devices and apps
• Don't forget low tech
• Multimodal approach
62. Alternative and augmentative
communication (AAC)
Augmentative communication is the use of
materials or techniques that supplement
existing verbal abilities.
Alternative communication is communication
methods used by a person without any verbal
ability.
(Vanderheiden and Yoder, 1986)
63. Goals
• Establish a system of communication
• Present a range of modes as the person
selects their preferred method
64. Before you do anything....
• Consult with team
• Trial and test apps/devices if possible
• Be prepared to invest time and money into
programming, training team members and
implementation
65. Tips for success..
• Specific Vocabulary selection and design
• To be engaging, interactive, fun, motivating and
purposeful
• Modelling of device/ board/ book
76. Benefits of visual tools
• Provides positive behaviour support
• Maintains routines and schedules but also can visually show
when changes occur
• Provides clear expectations
• Steps within task are made clear
• Keeps student on task
• Allows team to use consistent language and provide
consistent feedback to students
77. Visual tools are useful for:
• Schedules, timetables and routines
• Class rules
• First -then
• Visual timers
• Rewards
• Organising the environment
92. Social development
Early social interaction is difficult
• Appear uninterested in social contact
• Difficult to engage and interact with
• Rarely show interest in others
• May not respond to others
• Little eye contact
• Rarely chat or play with others
93. Goals for interaction
• Engagement
• Eye contact and interaction
• Turn taking
• Language stimulation
• Listening and following directions
• Requesting and commenting
• Learning in a fun way!
94. Low tech/ no tech
• Intensive interaction
• Imitating
• Following the child's lead
• Motivators
95. Apps for interaction
• Toca Boca
• Sound Touch
• Playschool Art Maker
• Aunty Maggie's recipe
• Stop & Go
96. Social development
In those children who do develop speech
• Difficulty using language appropriately in conversations
• Difficulty understanding social rules and expected
behaviours
• Cannot initiate and maintain conversations
• Difficulty making and keeping friends
• Unable to effectively solve social problems and negotiate
• Problems expressing and understanding feelings and
emotions
97. Teaching Social skills requires:
• Team determining target behaviours
• Pre teaching of social skills in small groups, and in
natural, familiar and real settings
• Rewarding and recognising behaviours
• Consistent feedback about behaviours
• Feedback can be given immediately after a social
error
• Then reviewed at a calm and responsive time
99. Social Stories
Visual, video, photo
stories created for
specific learning of
specific social
behaviours
Originally developed by Carol Gray
www.thegraycentre.org
100. Can be used:
• To prepare someone for new
events and experiences
• To teach positive behaviour
• To teach a new skill
101. The structure
• 3 types of sentences
• Descriptive - provide information
• Perspective - describe internal states
• Directive - tells the person what to do
to be successful
102.
103. Tips and tricks
• Write from the individual's perspective
• Write in present tense
• Use positive language
• One skill per story
• Visual supports
• Involve the person or their team
104. Tips for implementing
• One at a time
• Practice BEFORE the challenging
situation occurs
• Clear instructions for use
• Consistent across all support
• Review and revise
113. Conflict Resolution
• Negotiation
• Problem solving
• Accept ways to resolve
conflict
• Choices when faced
with conflict
• Bullying and teasing
114. Classroom Behaviours
• Listening and attention,
following directions
• Asking for help
• When you don't understand
• Interrupting
• Asking permission
• Answering questions
118. Write 123......
• 1 thing you are going to do tomorrow that will
make a difference immediately
• 2 things that you are going to get more
information on
• 3 things that you are going show other people
where you work
119. Apps for Special Education
By the Spectronics Consultancy Team
spectronics.com.au/blog/apple
