Assistive Technologies for Intervention Melinda, Rodney, Christina…
Assistive Technologies for Intervention
Melinda, Rodney, Christina
Autism Spectrum Disorder
Assistive Technologies for ASD
LAMP: Language Acquisition through Motor Planning. ...
GoTalk Pocket. ...
Enabling Devices. ...
DynaVox Mayer-Johnson: Augmentative and Alternative Communication (AAC) Devices and Services. ...
The Center for AAC and Autism. ...
The Bluebee Pals. ...
Accommodations and strategies for ASD
9 more items...
Paraphrase back what the student has said or indicated
Understand that picture schedules and functional communication systems are NOT the same thing; they do not serve the same purpose.
Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.
Ensure that the student has access to their (portable) communication system across all contexts, all of the time.
Identify and establish appropriate functional communication system (e.g. sign language, Picture Exchange Communication System (PECS), voice output, etc.).
Ensure that the student has a way to appropriately express their wants and needs.
What is Autism Spectrum Disorder
Repetitive or ritualistic behaviors
Verbal and nonverbal communication
Moderate to Severe Intellectual Disabilities
WHAT IS IT?!
There are three categories of Intellectual Disability. Moderate, Intellectual Disability, Mild Intellectual Disability, and Severe Intellectual Disability. Each of which uses IQ scores and other attributes to determine the child’s status.
Mild Intellectual Disability
Eight five percent of individuals with intellectual disabilities fall into this category. Many are known to achieve academical success. They can read but have sometimes have difficulty comprehending material may fall into this category.
Functions in daily life
Able to blend in socially
Attains reading and math skills up to grade levels 3 to 6
Able to learn practical life skills
No unusual physical characteristics
Slower than typical in all developmental areas
IQ 50 to 70
Moderate Intellectual Disability
IQ 35 to 49
Noticeable developmental delays (i.e. speech, motor skills)
May have physical signs of impairment (i.e. thick tongue)
Can communicate in basic, simple ways
Able to learn basic health and safety skills
Can complete self-care activities
Can travel alone to nearby, familiar places
Moderate Intellectual Disability has a few different affects on those who have it. They have fair communication skills, but they cannot communicate at complex levels. Social situations and issues with social cues may cause someone difficult. 10% of People fall into this category.
Severe Intellectual Disability
Three to Four percent of people diagnosed with a intellectual disability. This category is severe. The reason being is that they can communicate on very basic levels. They can’t perform self-care activities by themselves. They need daily supervision and support. These people cannot live an independent life, they need a group home setting.
Needs direct supervision in social situations
May learn very simple self-care
Able to learn daily routines
Understands speech, but little ability to communicate
Considerable delays in development
IQ 20 to 34
Traumatic Brain Injury (TBI)
:star: classroom environmental factors can and often hinder performance (classroom atmosphere is crucial to the success of TBI students)
:star: estimated 1.5 million Americans sustain a TBI
:star: other common effects: short & long term memory loss sleep disorders, difficulty concentrating and information processing, inability to multi task
:star: usually a violent blow or jolt with resulting effects that include cognitive, emotional, sensory, & motor impairments
What is TBI?
:star: use of sheet containing mathematic formulas and operations to mitigate memory challenges
:star: oral examinations
:star: avoid intense and/or high pressure situations
:star: provide preferred seating near front of classroom to reduce distractions
:star: reduced emphasis on spelling and grammatical conventions
:star: additional time for task completion
:star: homemade labels to transition same habits at home that are occurring in the classroom
:star: mandatory checklists for completion until student no longer shows need
Accomodations & Strategies for Implementation by Educator
:star: microcomputers - touch screen capabilities allows for inputing, saving, and retrieving notes and maintains "hands-on" style of work
:star: program automated vocal reminders
:star: voice recorder keychains for aiding with memory challenges
Assistive Technologies for Traumatic Brain Injury Affected Students :
What is ASD