UsingTechnologytoSupportSkillAcquisitionandIndependenceofStudentswithAutism
SpectrumDisorders
JANUARY 28 , 2017
UMARC TALK
GULNOZA YAKUBOVA , PH .D.
CONTACT EMAIL : [email protected]
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
