Here is a slideshow for a presentation titled, 'Implementing iPad for Students with Speech-Language Needs'.

1. Implementing iPad for Students
with Speech-Language Needs
Eric Sailers, M.A., CCC-SLP | Expressive Solutions

2. Icebreaker

3. Disclosures
Owner of Expressive Solutions
Trained for n2y
Consulted for Assistiveware

4. Giveaway
Participation - Entries in the giveaway
Giveaway - iTunes cards will be given away

5. Overview
Intro
Best Practices
iPad Essentials
iOS 9
iOS 9 Accessibility
Built-in Apps
3rd Party Apps

6. Intro

7. Nearly 8 years

8. Over 100 billion downloads

9. Nearly 700,000 iPad apps

10. Apathetic, yet?

11. iPad, why?

12. iPad is a tool for…
Communication
Organization
Reading
Writing
Math
Social Skills
Playing

13. Best
Practices

14. Evidence-Based Practice (EBP)
• Like any other tool, iPad needs to be implemented
effectively by individuals who understand the various
aspects of EBP
• An iPad cannot just be given to a student to figure out
and to use it in an educational and meaningful way

15. EBP
Current Best Evidence
Clinical Expertise Client/PatientValues
Evidence-Based Practice (EBP)
The goal of EBP is the integration of:
(a) clinical expertise,
(b) best current evidence, and
(c) client/patient perspectives
to provide high-quality services
reflecting the interest, values, needs,
and choices of the individuals we serve
(ASHA, 2011).

16. EBP Example
1. Client/Patient Perspective - during an IEP meeting,
parents request that their (nonverbal) child works on
typing. Specifically, parents request the Assistive
Express app.
2. Clinical Expertise - SLP notes that the student
currently has Proloquo2Go, which has a typing view
and keyboard to type for communication
3. Best Current Evidence - typing is the most effective
way to express anything to anyone, anywhere, anytime

17. Find & Evaluate Apps
YouTubeApp Store Facebook
iTunes App Store Word of mouth
Facebook and Twitter SETT Framework
YouTube videos Feature matching
Websites and blogs App evaluation rubric

18. App Evaluation Rubric
Domain 4 3 2 1
Curriculum
Connection
Targeted skill or concept is
directly taught through the
app
Skill(s) reinforced are related
to the targeted skill or
concept
Skill(s) reinforced are
prerequisite or foundation
skills for the targeted skill or
concept
Skill(s) are not connected to
the targeted skill or concept
Authenticity
Targeted skills are practiced
in an authentic format/
problem-based learning
environment
Some aspects of the app are
presented in an authentic
learning environment
Skills are practiced in a
contrived game/simulation
format
Skills are practiced in a rote
or isolated fashion (e.g.,
flashcards)
Feedback
Feedback is specific
resulting in improved
performance; Data is
available electronically to
student and/or teacher
Feedback is specific and
results in improved
student performance
(may include tutorial aids)
Feedback is limited to
correctness of student
responses & may allow for
student to try again
No feedback is provided to
the student
Differentiation
App offers complete
flexibility to alter settings to
meet student needs
App offers more than one
degree of flexibility to adjust
settings to meet student
needs
App offers limited flexibility
(e.g., few levels such as
easy, medium, hard)
App offers no flexibility
(settings cannot be altered)
User Friendliness
Students can launch and
navigate within the app
independently
Students need to have the
teacher review how to the
use the app
Students need to have the
teacher review how to the
use the app on more than
one occasion
Students need constant
teacher supervision in order
to use the app
Motivation
Students are highly
motivated to use the app
and select it as their first
choice from a selection of
related apps
Students will use the app as
directed by the teacher
Students view the app as
“more schoolwork” and may
be off-task when directed by
the teacher to use the app
Students avoid the use of the
app or complain when the
app is assigned by the
teacher
Student
Performance
Students show outstanding
improvements in
performance as a result of
using the app
Students show satisfactory
improvements in
performance as a result of
using the app
Students show minimal
improvements in
performance as a result of
using the app
Students show no evidence
of improved performance as
a result of using the app
Created by Harry Walker – Johns Hopkins University -10/18/2010; Revised & empirically validated 10/14/2012
Please contact for permission to use harry.walker@comcast.net

19. Feature Matching
• Match features to one’s needs (yours and/or your
students)
• Physical
• Visual
• Hearing
• Learning
• Communication

20. iPad
Essentials

21. iPad Essentials
Shortcuts
Spotlight search & multi-tasking
Control Center
Camera
Camera nav, focus & zoom
Safari
Search and save images
Access websites (e.g., pbs.org, discoverycube.org)
Photos
Create an album - add photos and reorder them

22. Tips & Tricks

23. iOS 9

24. iOS 9 Features
Keyboards
Built-in (enhanced) QuickType, 3rd Party (e.g., Keeble)
Safari
Enhanced Reader View
Spotlight & Siri
Enhanced search results
“Hey Siri” (enabled & plugged in) - hands-free

25. iOS 9 Features
Photos
Editing tools
Albums (Camera Roll, Favorites, Recently Deleted)
Notes
Sketch, add photos, create checklists
iCloud
Enhanced iCloud Drive

26. iOS 9
Accessibility

27. iOS 9 Accessibility
HearingVision
Learning Interaction
Media
Symbols by Symbolstix

28. Settings > General > Accessibility

29. iOS 9 Accessibility
Vision
Enhanced VoiceOver
Enhanced Zoom
Interaction
Additions to Switch Control
Customizable AssistiveTouch menu
Touch Accommodations
More support for keyboards
Learning
Guided Access - TouchID & Time Limits (iOS 8)

30. Built-in
Apps

31. Built-in vs. 3rd Party Apps
Built-in 3rd Party
Pre-installed Download on App Store
Free Free or Paid
Always updated May/may not be updated
Not specialized Specialized options
Built-in accessibility Built-in accessibility?

32. Ideas for Built-in Apps
Clock - set a timer for an activity
Calendar - schedule meetings
Photos - create flashcards and wordless picture books
Notes - write a story retell
Reminders - create a checklist for an IEP meeting
Camera - take photos and video for social language

33. EF - Planning & Managing Time
Get Ready Do Done
1. Take speech
folder to RSP at
12:50 PM
1. Turn off alarm at
1:25 PM, then
clean up in RSP
2. Walk from RSP
at 1:28 PM to
speech with
speech folder
closed
1. Arrive at speech
with speech
folder at 1:30
PM
Sarah Ward

34. Demo

35. • Which built-in app(s) could facilitate executive
functioning skills?
• How would you implement the app(s)?
Check-in

36. 3rd Party
Apps

37. Free/Fun
Apps

38. Free/Fun Apps
• Areas of need
• Story comprehension
• Social language
• Narrative
• Grammar and syntax
• Answering WH-questions
• Speech sounds
• Voice and fluency

39. Free/Fun Apps
Toca Life: School
Daniel Tiger’s Neighb…
Sight Words Ninja
YouTube Kids
WonderBox
Angry Birds Star Wars 2
BrainPop
Foldify
Hopscotch
ArtikPix Levels
News-2-You
Peakaboo Barn

40. Demo

41. • Thinking of a student/group of students, what area of
need would you target with a free/fun app?
• Which app would you use?
Check-in

42. Favorites?

43. Creation
Apps

44. Consideration of EBP
• Social language
• A variety of model types have been used effectively in
video modeling
• Video modeling of external skills (e.g., greetings,
taking turns) is preferred to internal skills (e.g.,
comprehending vocabulary words)
• Repeated viewing of video models < 5 min. in length
produces the greatest effects
Kaitlyn P. Wilson

45. Pictello

46. • Features
• Add text
• Add images or videos from your device
• Word prediction
• Highlighted text
• Import stories from Tarheel Reader
• Share stories using free server
Pictello

47. View a sample story
Pictello

48. Add a story in wizard/expert mode
Pictello

49. Demo

50. Pic Collage

51. • Features
• Choose grid layouts
• Clip photos with your finger
• Add background, stickers, text, and gifs
• Web search
• Use templates
Pic Collage

52. Pic Collage
Explore and remix collages

53. Pic Collage
Create your own collages

54. Pic Collage
Add elements to your collage

55. Demo

56. Tiny Tap

57. • Features
• Add text
• Add images and illustrations
• Record audio
• Make puzzles
• Ask questions and trace your answers
• Tap n’ Type for fill-in-the-blank activities
Tiny Tap

58. Discover tutorials and activities
Tiny Tap

59. Play the tutorials and activities
Tiny Tap

60. Tiny Tap
Create your own activities

61. Demo

62. Book Creator

63. • Features
• Add text with accessibility descriptions
• Add images from the web or your device
• Add comic templates, stickers and styles
• Add video and music, and record your voice
• Draw and annotate your book
• Many ways to share including iBooks
Book Creator

64. Create a story with narration
Book Creator

65. Export your story to iBooks
Book Creator

66. Demo

67. Check-in
• Which app would you use for creating an interactive
story with opportunities to input answers?
• Which app would you use for creating a story with text-
to-speech and word highlighting?

68. Show & Tell

69. Data
Collection

70. Data needs to be
• Collected for SMART (Specific, Measurable, Attainable,
Realistic, Timely) goals
• e.g., By annual review, after listening to an age-
appropriate paragraph, Student will independently
answer WH-questions (Who, What, Where) with 80%
accuracy in 3 consecutive trials as measured by staff
records
• Quantitative and qualitative
• Collected for groups of students
• Represented visually
• Reported for IEP progress reports and annual IEPs

71. Percentally Pro 2

72. Percentally Pro 2
• Features
• Flexible scheduling system to schedule single
sessions and repeating sessions
• Hide completed and deselected goals from sessions
• Collect quantitative and qualitative data for groups
• View data visually in data rings and line charts. Set a
target accuracy (e.g., 80%) in the line charts.
• Export student data (one or all students) for a range
of dates
• Backup and restore data across devices

73. Percentally Pro 2
• Getting Started
1. Tap the Goal Bank tab to add (+) goals to a goal
bank for use with any of your students.

74. Percentally Pro 2
• Getting Started
2. Tap the Students tab to add (+) students. After
adding a student, add (+) goals to your student.

75. Percentally Pro 2
• Getting Started
3. Tap the Sessions tab to add (+) sessions and to
collect data for your students.

76. Demo

77. Percentally Pro 2
Schedule a session

78. Percentally Pro 2
Hide goals

79. Percentally Pro 2
Collect data

80. Percentally Pro 2
View a completed session

81. Percentally Pro 2
View and configure a line chart

82. Percentally Pro 2
Export for a range of dates

83. Percentally Pro 2
Backup and restore data

84. Percentally Pro 2
• More Information
• If you need more help, tap the More tab, then select
More Information.

85. Demo

86. Check-in
• How would you export all student data (with line charts
for all student goals) for quarterly IEP progress reports?
• How would you export one student’s data (with line
charts for a student’s goals) for an annual IEP?

87. AAC

88. AAC System needs to be
• Present
• Consistently organized
• Modeled
• Recognized as a voice
• Useable across contexts
Ashley Robinson

89. Core Word Vocabulary
• Core vocabulary comprises high frequency words
(e.g., ‘I’, ‘you’, ‘it’, ‘like’, ‘go’, ‘on’, ‘up’, ‘good’, ‘bad’)
that are about 80% of words we use everyday. Core
vocabulary should be a main part of all AAC systems
because it enables most flexibility across most contexts.
• Fringe vocabulary comprises low frequency words
(e.g., ‘mountain’, ’glacier’, ‘crevasse’) and are used
about 20% of the time. Personal vocabulary also in
fringe vocabulary and used to express individual needs,
interests, work, school, and community needs. (Parker,
2013)

90. Core Words
• AAC goal: Spontaneous Novel Utterance Generation
(SNUG) - say anything to anyone, anywhere, anytime
(Hill)
• Most effective AAC system for SNUG is literacy - say
anything with 26 symbols
• Next most effective is core words - with 50-400 words,
say 40-80% of what most people say
• Much less effective for SNUG
• Noun-based
• Pre-programmed phrases/sentences
• Activity specific displays

91. Speak for Yourself

92. Speak for Yourself

93. Speak for Yourself

94. Proloquo2Go

95. Proloquo2Go
Add new user

96. Proloquo2Go
Select Crescendo vocabulary

97. Demo

98. • Purpose - Motor planning & language development
• Each folder displays a combination of a template and its
own contents
• Template shared by multiple folders and matching home
page
Core Word Templates

99. Core Word Templates
Home Page Breakfast Page

100. Core Vocabulary 45

101. Core Vocabulary 32

102. Core Vocabulary 144

103. Teaching Strategies
• Aided language stimulation - touch the symbols as
you’re saying them
• Expansions - add more to AAC user’s utterance (e.g., “I
like” -> “I like it”)
• Recasts - gently correct the AAC user’s utterance (e.g.,
“I want read” -> “I want to read”)
• The CAR strategy - comment-ask-respond during
shared reading tasks
• Descriptive teaching - ask open-ended questions that
elicit responses with core words
• Wait time - wait approximately 5 seconds or more

104. Communicative Functions
requesting I want it
protesting I do not want it
commenting I like it
asking
questions
Where is it?
sharing
information
I have it

105. Contexts
• Games
• Mealtime
• Shared reading
• Leisure time
• Playing
• Shopping

106. Aided Language Stimulation
Carole Zangari
• Input = Output
• If the expectation is verbal output, verbal input is
required
• If the expectation is AAC output, AAC input is
required
• It is difficult to map verbal input to AAC output
• Aided language stimulation is essential

107. Aided Language Stimulation
• Model core words (with consideration of the zone of
proximal development (Musselwhite, 2015)) by touching
them in the student’s AAC system as you say a sentence
• Modeling is talking, not asking questions. Catch yourself
before asking a question.
• Focus on commenting and making statements. Model
what you/the student/a peer is/are doing or did.
• Model a range of communicative functions in natural
contexts
• Instead of prompting, provide expansions and recasts of
the student’s output using aided language stimulation
Linda Burkhart

108. One Kids Place Aided Language
Aided Language Stimulation

109. Shared Reading with ALS
Unique - circled words on p2g core 45 home page

110. Shared Reading with ALS
Unique - circled words on p2g core 45 home page

111. Shared Reading
• Follow the C-A-R (Farrall, 2015)
• Comment - comment on the story (e.g., “People go
on planes.”), then wait 5 seconds
• Ask - ask a question (e.g., “What do you like about
planes?”), then wait 5 seconds
• Respond - Respond by adding a little more (e.g., “I
like planes. They go fast.”)

112. Demo

113. Check-in
• How can you do aided language stimulation with
Proloquo2Go core vocabulary?

114. Apple Watch

115. Giveaway
Raffleway

116. Contact
Email - eric@expressive-solutions.com
Twitter - @ExpressiveSols
Facebook - ExpressiveSolutionsLLC
Website - expressive-solutions.com

117. References
• Burkhart, L. (2014, February 7). Practical Strategies for Implementing
Aided Language Stimulation. Retrieved November 23, 2015, from http://
www.lburkhart.com/handouts/Implementing_aided_lang_14.pdf
• Farrall, J. (2015, June 7). Shared Reading: Focus on Interaction.
Retrieved November 23, 2015, from http://www.janefarrall.com/shared-
reading-focus-on-interaction/
• Hill, K. (n.d.). Achieving Success in AAC: Assessment and Intervention.
Retrieved November 23, 2015, from http://aacinstitute.thaleus.net:
8070/Resources/Press/AssessmentModelpaper/aacsucc.html
• Musselwhite, C. (2015, May 12). Modeling Core Language: Ideas for
Beginners. Retrieved November 23, 2015, from https://
www.angelman.org/_angelman2/assets/File/model-core-langauge.pdf
• One Kids Place Aided Language. (2013, July 18). Retrieved November
23, 2015, from https://www.youtube.com/watch?v=vUY6oQoSTXw

118. • Robinson, A. (n.d.). Building Classroom Communities to Support AAC
Users. Retrieved November 23, 2015, from https://
everydayaac.files.wordpress.com/2015/02/ncaca-2015-conference.pdf
• Wilson, K. P. (2013, January). Incorporation Video Modeling Into a
School-Based Intervention for Students with Autism Spectrum
Disorders. Language, Speech, and Hearing Services in Schools, 44,
105-117.
• Zangari, C. (2012, February 5). Building a Foundation with Aided
Language Input. Retrieved November 23, 2015, from http://
screencast.com/t/dNshNa5Bf
References