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Activity 3: Assistive Technologies for Intervention, Visual Impairments…

- - - - Every orthopedic impairment creates different limitations. In any case however, the result is a severe physical limitation. The solution then is generally to implement physical accommodations, assistive technologies, or other strategies tailored to the individual.
        
        Physical Accommodations
        
        Seating accommodations: may aid with posture or mobility, and may be necessary for accessibility
        
        Instruction: could incorporate practices for developing fine and gross motor skills. (This may be especially important when considering physical education classes.)
        
        School and classroom accessability: All classes must be accessible for every student. (This may require transportation to and from school, wheelchair ramps or elevators.)
        
        Access to materials: Textbooks and other academic equipment must be accessible. Caddies, binders, and other organizational tools may help.
        
        Assistive Technologies
        
        Augmentative communication devices
        
        Wheelchairs
        
        Canes
        
        Crutches
        
        Specialized desks or chairs: such as those with adjustable heights and tilt angles.
        
        Communication/ speech recognition software
        
        Specialized computer equipment: Some students may need specialized keyboards, screen readers, or other digital interface technologies.
        
        Materials available electronically
        
        Other Accommodations
        
        Extra Time: to travel between locations and to perform tasks. (This may include homework or tests.)
        
        Behavioral expectations: may need to be augmented. (For example, some students take medications which cause drowsiness.)
        
        Specialist Support
        
        Occupational Therapists: help students develop fine motor skills such as handwriting or brushing teeth.
        
        Speech Language Pathologists: help students who have speech difficulties. It is not uncommon for orthopedic impairments to impair speech function.
        
        Physical Therapists: help students develop gross motor skills such as walking or standing up.
        
        Notes: For students who cannot take their own notes, a note taker, note-taking software, or a copy of the teacher's notes may help.
        
        Group assignments: allow physically limited students to participate by taking on personalized roles.
- - - - Omissions
        
        Occur when certain sounds are omitted or deleted, "cu" for "cup" and "poon" for "spoon" (ASHA, nd)
      - Subsitutions
        
        Occur when one or more sounds are substituted, which may result in loss of phonemic contrast, "thing" for "sing" and "wabbit" for "rabbit" (ASHA, nd)
      - Additions
        
        Occur when one or more extra sounds are added or inserted into a word, "buhlack" for "black" (ASHA, nd)
      - Distortions
        
        Occur when sounds are altered or changed, a lateral "s" sound (ASHA, nd).
      - Syllable-level errors
        
        Occur when weak syllables are deleted, "tephone" for "telephone" (ASHA, nd).
    - - Familiarize the student with testing (BPHC, 2018).
      - Do not penalize for speech errors (BPHC, 2018).
      - Allow the student to write answers instead of verbally answering (BPHC, 2018)
      - Provide a private location for testing (BPHC, 2018)
      - Substitute oral assignments (BPHC, 2018)
  - - - Allow the student to write answers instead of verbally answering (BCHC, 2018)
      - Modify the length of assignments (BCHC, 2018)
      - Provide a private location for testing (BCHC, 2018)
      - Allow use of adaptive technologies (BCHC, 2018)
      - Provide a copy of class notes (BCHC, 2018)
      - Allow extended time for assignments and tests (BCHC, 2018)
      - Give spelling/vocabulary lists prior to beginning a new unit (BCHC, 2018)
      - Use visual cues (BCHC, 2018)
      - Repeat directions using different words (BCHC, 2018)
      - Focus on interactive communication (Do2LEarn, 2020)
      - Use linguistic scaffolding techniques that involve a series of questions (Do2Learn, 2020)
    - - Phonology
        
        Delay of acquisition of phonological skills (ASHA, nd)
        
        Tendency to vocalize less (ASHA, nd)
        
        Problems with early speech sounds affecting intelligibility (ASHA, nd)
        
        Difficulty learning the speech sound system of language (ASHA, nd)
        
        Limited phonological awareness (ASHA, nd)
      - Morphology and Syntax
        
        Late acquisition of word combinations (ASHA, nd)
        
        Restricted length of utterances (ASHA, nd)
        
        Errors occurring most often on verbs, function words, and pronouns (ASHA, nd)
        
        Use of more mature and less mature word forms (ASHA, nd)
        
        Difficulty comprehending grammatical morphemes (ASHA, nd)
        
        Deficits in morphological awareness (ASHA, nd)
        
        Difficulty judging grammar (ASHA, nd)
        
        Difficulty identifying parts of speech (ASHA, nd)
        
        Problems comprehending and using complex syntactic structures (ASHA, nd)
        
        Use of subordinating clauses of the earlier developing types, when complex sentences are used (ASHA, nd)
        
        Difficulty with curriculum-related expository discourse production (ASHA, nd)
        
        Difficulty comprehending the morphologically complex words (ASHA, nd)
      - Semantics
        
        Slow vocabulary development (ASHA, nd)
        
        Late acquisition of first words and word combinations (ASHA, nd)
        
        Poor ability to relate a new word to its referent (ASHA, nd)
        
        Difficulty understanding new words, particularly action words (ASHA, nd)
        
        Word-finding difficulties (ASHA, nd)
        
        Slower semantic memory networds (ASHA, nd)
        
        Excessive use of filler words like "um" (ASHA, nd)
        
        Difficulty monitoring comprehension (ASHA, nd)
        
        Difficulty requesting clarification (ASHA, nd)
        
        Difficulty understanding question and following directions that are heard (ASHA, nd)
        
        Difficulty paraphrasing information (ASHA, nd)
        
        Problems comprehending and using synonyms and antonyms, multiple-meaning words, and figurative language (ASHA, nd)
        
        Poor organization of narratives and expository discourse (ASHA, nd)
        
        Poor comprehension of narrative or expository text (ASHA, nd)
      - Pragmatics
        
        Difficulty initiating play with peers, may play alone (ASHA, nd)
        
        Difficulty understanding others (ASHA, nd)
        
        Perceived immaturity in relation to same-aged peers (ASHA, nd)
        
        Difficulty expressing ideas, feelings, and personal experiences (ASHA, nd)
        
        Use of same pragmatic functions as typically developing peers, but may express them differently and less effectively (ASHA, nd)
        
        Difficulty Initiating and sustaining conversation (ASHA, nd)
        
        Less effective at securing conversational turns (ASHA, nd)
        
        Less flexible language (ASHA, nd)
        
        Limited classroom discourse skils (ASHA, nd)
        
        Difficulty making relevant contributions to classroom discussions (ASHA, nd)
        
        Uncertainty about what to say and what not to say (ASHA, nd)
        
        Uncertainty about when to talk and when not to talk (ASHA, nd)
        
        Tendency to omit some story components (ASHA, nd)
  - - - Demonstrate behavioral reticence (ASHA, nd)
      - Have difficulty inferring emotional reactions of others (ASHA, nd)
      - Have difficulty judging when it is appropriate to hide emotions or feelings (ASHA, nd)
      - Have poor self-esteme (ASHA, nd)
      - Have difficulty forming and maintaining close social relationships (ASHA, nd)
      - At risk for bullying or other forms of abuse (ASHA, nd)
      - Exhibit behavioral difficulties (ASHA, nd)
    - - Reduce unnecessary classroom noise (Do2Learn, 2020)
      - Be near the student when giving instructions and ask the student to repeat the instructions and prompt when necessary (Do2Learn, 2020)
      - Provide verbal clues often (Do2Learn, 2020)
      - Provide a quiet spot for the student to work if possible (Do2Learn, 2020)
      - Provide visual cues on the board or chart paper (Do2Learn, 2020)
      - Redirect the student frequently and provide step by step directions - repeating when necessary (Do2Learn, 2020)
      - Allow students to tape lectures (Do2Learn, 2020)
      - Allow more time for the student to complete activities (Do2Learn, 2020)
      - Modify classroom activities so they may be less difficult, but have the same learning objectives (Do2Learn, 2020)
      - Design tests and presentations that are appropriate for the student (Do2Learn, 2020)
      - Divide academic goals into small units, utilizing the same theme (Do2Learn, 2020)
      - Provide social and tangible reinforcers (Do2Learn, 2020)
      - Focus on the student's strengths as much as possible (Do2Learn, 2020)
      - Have the student sit in an accessible location to frequently monitor their understanding (Do2Learn, 2020)
      - Have routines students can follow (Do2Leran, 2020)
      - Use a visual reminder of the day's events to help with organization (Do2LEarn, 2020)
      - Establish communication goals related to student work experiences and plan strategies for the transition from school to employment and adult life (Do2Learn, 2020)
  - - - Rely on the user's body to convey messages. Include gestures, body language, and sign language. One advantage of unaided communication communication systems is that it does not require any technology (Illinois Library, 2020)
    - - Any type of aid that does not require batteries or electricity (Illinois Library, 2020)
    - - Any aid that requires electricity or batteries. This includes specialized devices, software, smartphone applications, electronic communication boards, and keyboards. Many high-tech AAC devices are Speech Generating Devices, which means they can produce digitized speech when the user either types a message or presses on images, words, or letters (Illinois Library, 2020)
    - - Delayed Auditory Feedback (DAF). Delayed Auditory Feedback devices play the user's voice back delayed by a fraction of a second. DAF devices may resemble hearing aids or headphones with a microphone (Illnois LIbrary, 2020)
      - Frequency Altered Feedback (FAF). Frequency Altered Feedback devices are similar to DAF but rather than delaying the user hearing their own voice, they change the pitch at which the user hears their own voice (Illinois Library, 2020)
- - - - :
  - - - Individualized Education Program
        The Individualized Education Program, often called the IEP, is a legal document under United States law that is developed for each public-school child in the US who needs special education. It is created through a team of the child's parent(s) and district personnel who are knowledgeable about the child's needs. IEPs must be reviewed every year to keep track of the child's educational progress.https://en.wikipedia.org/wiki/Individualized_Education_Program#:~:text=The%20Individualized%20Education%20Program%2C%20often,knowledgeable%20about%20the%20child's%20needs.
        
        :
        
        Inclusion
        
        Personalized Learning
        
        Differentiation
        is a way of teaching. It’s not a program or package of worksheets. It asks teachers to know their students well so they can provide each one with experiences and tasks that will improve learning. As Carol Ann Tomlinson has said, differentiation means giving students multiple options for taking in information (1999). Differentiating instruction means that you observe and understand the differences and similarities among students and use this information to plan instruction. Here is a list of some key principles that form the foundation of differentiating instruction. https://www.scholastic.com/teachers/articles/teaching-content/what-differentiated-instruction/
        
        choice
        
        problem solving
        
        group work
        
        recognition of diverse learners
- - - - Bipolar disorder
        
        emotional highs- mania or hypomania
        
        Accommodations/ Assistive Technology/ Intervention
        
        Teacher flexibility to adapt to assignments, curriculum,
        
        Adjustment with the student's timings and moods
        
        Patience to ignore minor negative behaviors
        
        Use good conflict management skills to resolve issues with peers
        
        Working collaboratively with parents and doctors
        
        emotional lows- depression
      - Conduct disorder
        
        aggression towards people and animals
        
        destruction of property
        
        Accommodations/ Assistive technology/ Intervention
        
        Cognitive- behavioral Therapy-
        How to control impulses and anger.
        
        Strategies to control temper and stay relaxed.
        
        Family Therapy- Parents need to have a proper understanding to help the child.
        
        Helping the child learn how to better solve problems, communicate, and handle stress
        
        Peer Group Therapy
        -Process grouping for psychosocial stressors
        -Social skills group for developing conversations with proper body language.
        
        deceitfulness, lying or stealing
        
        truancy
      - Eating disorders
        
        Anorexia nervosa-
        self starvation and dramatic loss of weight
        
        Accommodations/ Assistive technology / Intervention
        
        Psychological and nutritional counseling
        
        sittings with the nutritionist
        
        Medical and psychiatric Monitoring
        
        Bulimia nervosa-
        cycle of binge eating and self-induced vomiting or purging
      - Obsessive compulsive disorder
        
        Obsessions
        recurrent, unwanted thoughts
        
        Accommodations/ Assistive Technology/ Intervention
        
        Cognitive Behavior Therapy ( CBD)-
        Relaxation training,
        Thought stopping.
        
        Medications
        (usually Antidepressant)
        
        Proper understanding of recurrent actions and getting rid of the doubts
        
        Diverting the mind to avoid the recurrent actions
        
        general feeling of guilt needs to be removed.
        
        Compulsions/ Rituals
        repetitive behaviors
        
        OCD is chronic
      - Anxiety disorder
        
        generalized anxiety disorder
        
        Accommodations/ Assistive technology/ Intervention
        
        Make it Manageable-
        break it down for the students so that they don't get overwhelmed.
        
        Apply a label-
        Symbolic gesture where a student is encouraged to write down their worries and throw it in the trash.
        
        Cognitive Distractions-
        providing frequent breaks is a common accommodation
        
        Tackle Transitions-
        starting class with meditation, fun activity, YouTube clip on a review concept
        
        Teach the physical signs-
        using tools like emotional thermometer or body checks.
        
        Routine Check-
        setting timer or alarm to go and give some positive feedback.
        
        Give Private Praise-
        Praising a student privately is beneficial over public praise
        
        panic disorder
        
        post traumatic stress disorder (PTSD)
        
        social anxiety disorder/ social phobia
        
        Core symptom of irrational fear
      - Psychotic disorder
        
        Hallucinations
        Abnormal perceptions
        
        Accommodations/ Assistive Technology/ Intervention
        
        Medications as per the severity, frequency, period, etc. of onset
        
        Psychotherapy-
        a type of regular counseling depending on the severity and frequency of the symptoms
        
        Proper records need to be taken on
        
        frequency
        
        severity
        
        duration
        
        Delusions
        False beliefs
        
        Schizophrenia
        
        Catatonic schizophrenia
        
        Undifferentiated schizophrenia
        
        Residual schizophrenia
        
        Simple schizophrenia
        
        hebephrenic schizophrenia
        
        Unspecified schizophrenia
        
        Paranoid schizophrenia
      - Overview- The key characteristics that define emotional disturbance mostly relate to issues of personal identity and emotional well-being.
- - - - Up to 7% of elementary students have dyscalculia (WebMD, nd)
    - - Let the students write out charts or draw sketches to solve problems (Understood, nd)
      - Use graph paper to help line up numbers and problems (Understood, nd)
      - Give the student a list of math formulas taught in class (Understood, nd)
      - Use coins, blocks, and puzzles to teach math ideas (Understood, nd)
      - Use graphic organizers to organize information or help break down math problems into steps (Understood, nd)
      - Create separate worksheets for word problems and number problems (Understood, nd)
      - Allow extra time on tests (Understood, nd)
      - Provide charts of math facts or multiplication tables (Understood, nd)
      - Let the student use a calculator when computation isn't what's being assessed (Understood, nd)
      - Use an extra piece of paper to cover up most of what's on a math sheet or test to make it easier to focus on one problem at a time (Understood, nd)
      - Give more space to write problems and solutions (Understood, nd)
    - - Graph paper (ATSLD, nd)
      - Physical and virtual manipulatives (ATSLD, nd)
      - Process Aids (ATSLD, nd)
        
        StepPad (ATSLD, nd)
        
        Voice Cue (ATSLD, nd)
      - Large-key calculators (ATSLD, nd)
      - Talking calculators (ATSLD, nd)
  - - - Dyslexia Problems
        
        Writing Problems
        
        Text Reading Problems
        
        Problems Reading Single Words
        
        Problems Reading Nonsense Words
        
        Language Processing Problems
        
        Speech sound memory problems
        
        Speech sound processing problems
        
        Rapid naming problems
        
        Spelling Problems
        
        Assistive Technology (The Dyslexia Association, 2020)
        
        Mind mapping software
        
        Text-to-speech software
        
        Scanning software and hand reading pens.
        
        Speech recognition software.
        
        Spell checkers that are specifically designed with dyslexia
        
        Tablets, Smartphones and Applications
        
        Computer based learning programs
  - - - Computers Typing is a great alternative to writing.
      - Voice-to-dictation Machine or other electronic note takers These would make class much less stressful.
      - Voice Recording Recording lectures would help students with this disability to stay focused.
    - - Other Testing/Presentation Options Allowing a student to take oral instead of written exams. Allowing a student to do audio or video reports.
  - - - Accommodating with
        Occupational therapy to improve coordination and enhance fine motor skills
        
        Assistive technology-
        graphic organizers, laptop for writing, voice recognition software such as talk to type instead of writing
    - - Accommodation-
        Teach students to interpret non-verbal cues like facial expressions and gestures
        
        Assistive technology-
        use of digital clock over analog to understand time concepts
    - - Intervention-
        have an Occupational therapist provide sensory integration therapy to help normalize the reactions of sensory overload.
        
        Accommodating-
        Gradually transfer responsibility for defining purpose and selecting staggered strategies for modular comprehension
    - - Accommodating with-
        social skills group formation-
        greeting a friend, joining a conversation, recognizing and responding to teasing
        
        Accommodation-
        Verbally teach cognitive strategies to develop skills of conversational pragmatics and enhance coping techniques
    - - Assistive technology-
        Pen-top computers for reading (text to speech)
        
        Accommodating with-
        support by using language to connect new situations to old learning
  - - - Setting
        
        Seat near teacher or away from distractions
        
        Extra time for testing
        
        Quiet area to work
      - Instructional Strategies
        
        Provide clear, slow, detailed instruction
        
        Employ nonverbal communication such as American Sign Language (ASL)
        
        Repeat, restate, and review key concepts
        
        Use visual tools
        
        Break down assignments into steps
        
        Highlight key words or phrases
        
        Provide written instruction
        
        Give upcoming materials out ahead of time
        
        Provide a lesson outline
        
        Adjust assignment expectations to reflect student's abilities
        
        Check for understanding frequently
    - - Assistive listening devices
      - Captioning
      - Text to speech software
      - Noise cancelling headphones
      - Audio recordings of lessons
- - - - Symptoms of depression (LTBI, 2017)
        
        Feeling useless, blameworthy, or simply you are a disappointment (LTBI, 2017)
        
        Changes in sleep or appetite
        
        Loss of intrigued or joy in regular activities (LTBI, 2017)
        
        Difficulty concentrating
        
        Feeling down, pitiful, blue or miserable
        
        Withdrawing from others
        
        Tiredness or lack of energy
        
        Moving or talking more gradually, or feeling on edge or anxious (LTBI, 2017)
        
        Thoughts of death or suicide.
      - Treatment of Depression (LTBI, 2017)
        
        Seek professional help
        
        Anti-depressant medications
        
        Counseling from a mental health professional
        
        Aerobic work out and organized exercises
    - - Accommodations/ Assistive Technology/ Intervention
        
        Work with the person to recognize triggers to imprudent behaviors (e.g., expanded emotionality, impact of peers) (LTBI, 2017)
        
        Attempt to distinguish natural changes which will offer assistance maintain a strategic distance from triggers (e.g., minimize contact with peers having a negative impact) (LTBI, 2017)
        
        Be mindful of the relationship between TBI-related changes in brain working and expanded impulsivity (LTBI, 2017)
        
        Develop a inconspicuous flag (e.g., a hand signal) to assist the person keep in mind to halt and think some time recently acting when flawed behaviors are happening in social settings and utilize redirection as needed for this (LTBI, 2017)
        
        When not in social circumstances, provide the person with non-judgmental input with respect to the fittingness of his/her behaviors/decisions (LTBI, 2017)
        
        This may at first be attempted whereas the behaviors are happening. In the event that the person reacts contrarily at that time, follow-up at a afterward time after his/her behaviors and feelings have stabilized (LTBI, 2017)
        
        Adjust empowering autonomy with making a difference the person with TBI recognize his/her limits in decision-making (LTBI, 2017)
        
        Conversation with the individual around “pros” and “cons” for decisions/behaviors. Offer assistance to him/her to weigh the positive and negative angles (LTBI, 2017)
      - Anger/ Frustration
        
        Accommodations/ Assistive Technology/ Intervention
        
        When the person is angry, conversation in a relieving way (LTBI, 2017)
        
        Recognize the individual’s disappointments and offer assistance with problem-solving on the off chance that conceivable (LTBI, 2017)
        
        Attempt to occupy the person and offer assistance redirect his/her consideration to something else in the event that he/she is as well disturbed to problem-solve successfully (LTBI, 2017)
        
        Serve as a role model for the person by utilizing successful outrage administration methodologies (LTBI, 2017)
        
        Be understanding within the minute and determined over time in helping the person oversee his/her outrage (LTBI, 2017)
        
        Maintain a strategic distance from attempting to reason with the person when he/she is at crest outrage levels (LTBI, 2017)
        
        Maintain a strategic distance from criticizing the person in case his/her methodologies for overseeing outrage don’t work at first (LTBI, 2017)
    - - Accommodations/ Assistive Technology/ Intervention
        
        Recognize that apathy (lack of concern) can too be a sign of depression (LTBI, 2017)
        
        Explore for other side effects of depression (e.g., sadness, appetite/sleep challenges, sentiments of uselessness) (LTBI, 2017)
        
        Recognize that unresponsiveness may result from changes to the brain related with TBI (LTBI, 2017)
        
        On the off chance that other signs of depression are show, consider utilizing methodologies for adapting with Depression (see over) in expansion to looking for offer assistance from healthcare provider (LTBI, 2017)
  - - - Methods for making strides memory issues
        
        Committing time and consideration to audit and practice modern data regularly (LTBI, 2017)
        
        Being well rested and attempting to decrease uneasiness as much as conceivable (LTBI, 2017)
        
        Utilizing memory helps such as memory note pads, calendars, computer update programs (LTBI, 2017)
        
        Speaking with specialist about how drugs may influence your memory (LTBI, 2017)
        
        Organizing an organized schedule of every day errands and activities (LTBI, 2017)
  - - - Migraine headaches
      - Tension-type headaches
      - Cerviogenic headaches
    - - Drops in blood pressure
      - Vision impairments
      - Medications
      - Inner ear problems
      - Brainstem injury
    - - Insomnia
      - Excessive Daytime Sleepiness
      - Delayed Sleep Phase Syndrome
      - Narcolepsy
    - - Unusual movements of your head, body, arms, legs, or eyes
      - Hardening or shaking
      - lethargy and gazing
      - Chewing, lip smacking, or mishandling movements
      - Bizarre scent, sound, feeling, taste, or visual pictures
      - Sudden tiredness or giddiness
      - Not being able to talk or understand others
  - - - Frustration
      - Impulsivity
      - Less viable social skills
      - Impaired self-awareness
    - - Mood swing
      - Depression
      - Anxiety
      - Accommodations/ Assistive Technology/ Intervention
        
        Work with the person with TBI to distinguish circumstances that are related with enthusiastic risk (e.g., disappointment, weakness) (LTBI, 2017)
        
        Utilize a few fundamental procedures to de-escalate possibly tricky situations: Recognize early signs of expanded emotionality (LTBI, 2017)
        
        Use diversion to diminish focus on cause of emotional responses (LTBI, 2017)
        
        Encourage/help the person take a break from the circumstance related with the emotional response (e.g., taking off the room and planning to a secure, calm place) (LTBI, 2017)
        
        When the person is sincerely at risk, keep up an connections fashion that's non-confrontational and alleviating (LTBI, 2017)
        
        Recognize the individual’s trouble and offer assistance with problem-solving on the off chance that conceivable (LTBI, 2017)
        
        During non-emotional times, offer assistance the person distinguish words that can be utilized to communicate with others regarding his/her feelings (LTBI, 2017)
- - - - Deemed developmental because it develops during the early years of a child's life (National Institute of Mental Health, 2018)
      - Individuals with ASD can have mental capacities ranging from gifted to severely challenged (CDC, 2020)
      - "Spectrum" is an important distinction because every child has a unique combination of social, communicative, and behavioral characteristics (What is autism spectrum disorder? 2009).
  - - - Social Behaviors
        
        Lack of vocal control, especially in tone of voice
        
        Physical emotional responses that do not correspond to verbal exchange
        
        "Often talking at length about a favorite subject without noticing that others are not interested or without giving others a chance to respond"
        
        Lack of shared enjoyment or excitement via nonverbal cues
        
        Inability to understand or predict another's perspective/actions
        
        Lack of recognition in verbal attempts to gain attention
        
        Struggling to grasp the back and forth aspect of conversation
        
        Lack of eye contact
        
        Avoidance of looking at or listening to others
      - Restrictive or Repetitive Behaviors
        
        Repeated unusual behaviors or vocalizations such as those common to echolalia
        
        Having overly focused interests in mundane objects
        
        Being more or less sensitive than others to sensory input
        
        Lasting, intense, and potentially arbitrary interest in a specific topic
        
        Getting upset by slight changes in routine
      - Strengths
        
        Excelling in math, music, science, or art
        
        Exceedingly strong audio/visual learner
        
        Having an extraordinary memory
    - - may include
        
        Genetic Tests
        
        Blood Tests
        
        Hearing Tests
      - usually includes
        
        An observation of the child's interaction with other children
        
        Intelligence tests to measure thinking and decision making abilities
        
        A parent survey about the child's behaviors and development
      - Results will usually be explained by the service provider, who will then refer a developmental pediatrician, neuropsychologist, or child psychologist.
  - - - Comprehension Skills
        
        Visual activity schedules
        
        Visual Calendar
        
        International "no" Sign
        
        Visual Directions
        
        Visual Forewarning
        
        Individual Visual Rules for specific students
        
        Desired Behavior Indicators/Cards
        
        Transition Rules Cards
      - Expressive Communication Skills
        
        Picture exchange communication
        
        Break cards to allow child to signal he/she needs rest
        
        Wallet of visual terms
        
        Non-verbal cues cards to remind children how to show with their actions
      - Social Skills
        
        Personalized and Visual Social Stories
        
        Social Scripts visualized to practice/act out
        
        "Wait" or "help" cards to visualize abstract concepts with an appropriate color
        
        Social rule reminder cards to help cement social cues
      - Academics
        
        Visual and tactile file folder skills to practice organization
        
        Highlighter tape - practice finding key information in a non-destructive and removable way
    - - Videos
        
        Students motivated and attentive to videos due to high predictability and easy access/repetition
        
        Students can make or view videos
        
        Emotions can be captured and repeatedly viewed
      - Computers or Tablets show promising results for students with ASD
        
        Easily modified to accommodate disabled people
        
        Decrease in self-stimulatory behaviors
        
        Decrease in perseverative responses
        
        Increase in generalization skills
        
        Decrease in agitation
        
        Increase in overall attention span
        
        Increase in fine motor skills