using technology to support skill acquisition and...

UsingTechnologytoSupportSkillAcquisitionandIndependenceofStudentswithAutism

SpectrumDisorders

JANUARY 28 , 2017

UMARC TALK

GULNOZA YAKUBOVA , PH .D.

CONTACT EMAIL : GULNOZA@UMD.EDU

GoalofthissessionToleavethissessionwithnewideasforusingtechnologywithyourchildrenorstudentswithASD

Backgroundaboutmywork

1. Instructionalstrategieswhileintegratingtechnologytosupportstudentswithautismspectrumdisorders(ASD)transitioningfromschooltoadultlife

1. video-basedinstructionalstrategies2. mobiletechnology3. virtualandaugmentedreality

Whyfocusonsecondaryschoolstudents:

ØMoststudentswithASD(morethan50%)donothaveanytypeofactivity,especially,withinthefirsttwoyearsofgraduationfromhighschool

ØBeingfromethnicminorityandlower-incomefamilies=loweroddsofhavinganyjob(part-timeorfull-time)

(Rouxetal.,2013;Shattucketal.,2012)

Whyfocusonsecondaryschoolstudents:

ØYoungadultswithASDdonothavethesupportstheyhadwhiletheywereinK-12,e.g.,IDEAandfundingthatcomeswithit,professionalsupport,accesstoresources,etc.

ØMostenduplivingathomeorinresidentialsettingswithoutfullyknowinghowtonavigateanadultlife

TechnologyandStudentswithASDØ AffinitywithtechnologyØ Keentowatchvideos/moviesandplayvideogamesØ Spendmoretimeonactivitiespresentedviatechnology(4.5honaverageperday)thannon-technologyactivities(2.8honaverageperday)

(Mazurek,Shattuck,Wagner,&Cooper,2012)

Thinkabouttheseimages.Howprevalentistechnologyinthelivesofchildren?

Howabouttheseimages?Technologyuseamongadults

ThinkaboutitforaminuteWhatwouldyourlifelooklikeifyouhadtospendyourtypical

daywithoutatechnology?

ØWhatwouldbeyourbiggestchallenge?Ø Howdoestechnologyenhanceyourlife?

ThinkaboutitforaminuteØWhatwouldthelifelooklikeforstudentswithASDwithouttechnology?ØHowdoestechnologyenhancethelivesofstudentswithASD?

Technologydoesnotmeanamerephysicaldevice

Definitionoftechnology:1.Thebranchofknowledgethatdealswiththecreationanduseoftechnicalmeansandtheirinterrelationwithlife,society,andtheenvironment,drawinguponsuchsubjectsasindustrialarts,engineering,appliedscience,andpurescience.2.Theterminologyofanart,science,etc.;technicalnomenclature.3.Atechnologicalprocess,invention,method.

(Merriam-Webster,1994)

AssistiveTechnologyDefinitionofassistivetechnology:

"...products,devicesorequipment,whetheracquiredcommercially,modifiedorcustomized,thatareusedtomaintain,increaseorimprovethefunctionalcapabilitiesofindividualswithdisabilities".

TechnologythatGeneralPublicUses

TechnologythatGeneralPublicUses

AssistiveTechnologyinSpecialEducation

Usedfor:

ØCommunicationpurposes,suchasAugmentativeandAlternativeCommunicationsupports

ØLearning/skillacquisitionandincreasingindependence

ANationalSurveyofAssistiveTechnologyUseamongSecondarySchoolStudentswithDisabilities

ØOnly7%ofsecondaryschoolstudentswithdisabilitiesreportedreceivingassistivetechnology

ØStudentswithlow-incidencedisabilitiesweremorelikelytoreceiveassistivetechnologythanstudentswithhigh-incidencedisabilities

ØOnlytwodisabilitycategorieshadmorethan50%ofstudentsreceivingassistivetechnology:studentswithvisualimpairmentsandstudentswhoaredeaf-blind

(Bouck,2016)

ANationalSurveyofAssistiveTechnologyUseamongSecondarySchoolStudentswithDisabilities

ØThemostcommontypesofassistivetechnologyusedintheschoolswere:

(Bouck,2016)

Someofthecurrenttechnologythatgeneralpublicuses

VirtualandAugmentedReality,initially,developedforgaming

Howcanyourepurposethefollowingtechnologyandmakeitassistivetechnology?

1. Portabledevicesortablets,e.g.,iPad2. Plaincellphonesorsmartphones3. VRandAR,initially,developedforgaming4. Facebook5. Instagram6. Youtube

Repurposingtechnologytobeassistivetechnology1.TransportableCanbeusedinmultiplesettings(home,school,community)2.AvailableOnline,inschools,orstores3.PracticalEasytouse,doesnotrequiretechnicalexpertise4.EngagingInteractive,non-stigmatizing,usedbygeneralpublicandnotjustdisabilityspecific(Bouck etal.,2012)

Examplesofrepurposingtechnology:VRandAR

ExampleofrepurposingtechnologyVirtualRealitytoteachdrivingskillstostudentswithASD

https://news.vanderbilt.edu/2016/07/21/using-virtual-reality-to-help-teenagers-with-autism-learn-how-to-drive/

ConsiderationsinUsingAssistiveTechnologyUseofassistivetechnologyaccordingtoIDEA,2004:ØIEPteamneedstoconsidertheneedfortheuseofassistivetechnologyØHowever,IDEAdoesnotclearlyspecifywhatassistivetechnologyis,giventhatitcanrangefromno-techtohigh-tech

CSESAFrameworkforTechnologyCSESA– TheCenteronSecondaryEducationforStudentswithAutismSpectrumDisorders

“Anelectronicitem/equipment,application,orvirtualnetworkthatisusedtointentionallyincrease,maintain,and/orimprovedailyliving,work/productivity,andrecreation/leisurecapabilitiesofadolescentswithautismspectrumdisorders”(CSESATechnologyGroup2013).

CSESAFrameworkforTechnology

(Odometal.,2014)

Evidence-basedpracticesfortechnology-basedinterventionsØ Video-basedinterventions:

ØVideomodelingØVideopromptingØVideoself-modelingØPoint-of-viewvideomodeling

ØComputer-assistedinstructionØAudiocoachingØSelf-operatedauditoryprompting*Thesepracticeshavesufficientresearchevidencetobeconsideredasevidence-basedpractice

Whatisavideo-basedintervention?ØVideo-tapeofacompetentadultorpeerperformingthedesiredskillsØVideomodeling=videorecordingothersØVideoself-modeling=videorecordingthestudent(mayrequiresignificantediting)ØPointofviewvideomodeling=filmedfromthestudent’svisualpointofviewØVideoprompting=presentedtostudentinsegmentsforpracticeofsequenceofbehaviors

Video-basedinterventionsusedintheschools1.Increaseappropriatesocialinteractions2.Improveconversationskills3.Improvedailylivingskills

ØCleaningØCookingØSelf-care

4.Improveplayskills5.Reduceproblembehaviors

Video-basedinterventionsintheschools1. Academicskills:ØThereislimitedresearchonteachingacademicskillstostudentswithASD(withorwithouttechnology)

ØMoreresearchonteachingliteracyskillsthanmathematicsandscience

Video-basedinterventionsintheschools

TechnologyintheCommunityForexample,cellphonesareusedtoteachsafetyskillsØSecondaryschoolstudentswithintellectualdisabilityandASDaretaughttoreporttheirlocationwheninthecommunity:ØTheauthorsusedvideomodelingandvideopromptinginstructiontoteachstudentsusetheircellphonetotakeapictureoftheirsurroundingandmessagethepicturetotheirteacher’sphonenumber

ØInthecommunity,participantswereintentionallyseparatedfromtheirgroupandtestedonwhethertheywouldbeabletoreporttheirlocationtotheirteacher

(Bassette etal.,2016)

TechnologyintheCommunityØMostofthechildrenhaveacellphone,sohowcanyourepurposecellphoneintoanassistivetechnologyforyourchildorstudentwithASD?

ØWhatotherpurposescanyouusecellphonesorsmartphoneswhenteachingstudentswithASDinhome,school,andcommunitysettings?

TechnologyatHomeResearchershaveusedvideopromptingviaiPodstoteachcookingskillsØAstudentwithASDcanwatcheachstepofthetask,e.g.,cooking,andcompletethatstep

ØThen,astudentwatchesthenextsequenceinthecookingprocess,andcompletesthatstep

ØTheprocedurescontinuesuntilthestudentcompletestheentiretasksequence

TechnologyatHomeThisstrategy:ØDecreasestheneedforconstantadultpromptingandsupervision

ØEnablesthestudenttobothlearntheskillandcompletedailylivingtasksindependently

ØEnablesthestudenttorepeattheinstructionwithouthavingtowaitforanadulttocomeandhelpthem

Whydovideomodelingandvideo-basedinterventionswork?1. Restrictsirrelevantstimuliandhelpsthemfocusonthetask2. Preferenceforvisualstimuliandvisuallycuedinstruction3. Avoidanceofface-to-faceinteractions4. Abilitytoprocessvisualinformationmorereadilythanverbal

information5. Theoptionofpausing,repeatingtheinstruction,andcarryingthe

instructionacrossmultiplelocations(ifonaportabledevice)

StepstomakevideomodelingØCanbemadewithanydevicethathasavideocamera,e.g.,cellphone,smartphone,tablets

ØIdentify&clearlydefinetargetbehavior

ØGetbaselineassessment

ØWriteascriptoftheinstruction/taskanalysissteps

ØSelectthetypeofvideomodeling:isthatadultvideomodeling?Peervideomodeling?Video-selfmodeling?OrPoint-of-viewvideomodeling?

StepstomakevideomodelingØCreatethevideo– mayneedtozoomthedevicetofocusonthetask/instruction

ØKeepthelengthofthevideoshort– nomorethan3minutes.Iflongerthan3minutes,itmighthelptoturnthevideomodelingintovideoprompting

ØInstructthestudenthowtoaccessthevideoonthedevice

ØHavethestudentwatchthevideoandthencompletethetask

ØReviewdata,troubleshootasneeded

ØGraduallyfadethevideomodeling

StepstomakevideopromptingØThesamestepsasforvideomodelingandthefollowing:ØVideorecordeachstepofthetaskasaseparatefileandcombinethemintoasinglefileØStudentpausesafterplayingeachstepofthetaskandcompletesthestepORØPausebetweeneachstepofthetasktoallowsufficienttimeforastudenttocompletethatstepØOniPad,videotote applicationallowsformakingvideopromptseasilywithoutmanuallyhavingtorecordeachstepseparatelyandcombiningthemintoasinglefile

StepstomakeauditorypromptingØSimilarproceduresasvideomodelingandvideopromptingexceptthatitincludesonlyaudioinstructionsØCanbeplayedonanydevicethatdoesordoesnotsupportvideofiles

Generalthemesofusingtechnology:1. Increaseindependence2. Helpwithorganization3. Teachsafety– bothsafetywhenusingtechnology,e.g.,internet,

andsafetybyusingtechnology4. Reduceanxietyandstress,e.g,music,educationalgames5. Functionalskills6. Socialskills7. Academicskills