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Module 2 Activity 2: Assistive Technologies for Intervention-Individuals…

- - - - Teaching Adaptions:
        Breaking down lessons into small tasks (Scaffolding)
        Direct instruction and demonstration; concrete, observed, hands-on
        One-on-one or small group instruction
        Providing learning materials in advance for review
        Visual aids including charts, pictures, graphs, video, etc. - charts for behavior or task completion are beneficial
        Direct and immediate feedback
        Giving enough time for students to respond to questions
        Offering more time to complete assignments
        Alternate forms of assessment such as oral responses to written tests or text to speech
        Direct support assistant in the classroom and/or mentorship
      - Assistive Technology:
        Assistive listening devices allow students to concentrate, slow down, and replay the audio.
        Audio/video-based teaching; chrome books, word processors, smart devices to play media
        Speech to text programs for the verbally impaired
        Apps for reminders, and task organizing to encourage functions of daily life such as brushing teeth, locking doors, etc.
      - Differentiated activities Kesha Ann
- - - - Christina's Flow Chart
        
        Christina's Flow Chart details how accommodating students through differentiated instruction can be an effective step in aiding those with disabilities.
    - - Assistive Technologies:
        Alternate input devices:
        touch screens
        modified keyboards
        joysticks
        on-screen keyboards
        sip-and-puff systems that direct a cursor through the use of body parts like chins, hands, or feet
        Augmentative communication systems:
        tangible and tactile symbol systems
        choice boards
        object prompts and symbols
        physical modeling and prompting
        Computer or micro switch technology.
        Programs such as IntelliTools and Clicker5 provide adaptive ways to view, hear, and manipulate computers.
        Smartboards, tablets, and smartphones with apps connected to alternate input and augmented communication systems.
        https://youtu.be/jYmfrrY4Hfk?t=90
- - - - For people on the autism spectrum, assistive technology can help in many different areas of life including:
        
        Basic communication
        According to some estimates, as many as 40% of people with autism are non-verbal. While this number may be an exaggeration, a very large percentage of people on the spectrum have difficulty with verbal communication and virtually all people with autism have at least some difficulty with social communication.
        
        Low-Tech
        At the low-tech end, there are low-cost, easy-to-use tools such as picture boards and picture cards, including those created by PECS—a highly-regarded organization whose products have been used in schools and by therapists for many years.
        
        Mid Tech
        At the mid-range, there are apps for both augmentative communication and speech therapy. None of these apps were created specifically for people with autism—after all, there are many reasons why a child or adult might not be able to speak—but they are extremely useful and cost-efficient for someone who is unable to use expressive speech effectively.
        Two examples of speech-generating apps include:
        1. Proloquo2Go by Assistiveware, which features over 10,000 words, is easy to customize for physical or cognitive needs and can be used in many different languages. Compatible with iOS; costs about $250.
        
        TouchChat HD by Prentke Romich Company, which provides English and Spanish options and allows the user to choose a voice that fits their personality. Compatible with iOS; costs about $150.
        
        Apps for speech therapy are intended not only to substitute for the human voice but are also to help build speech and language skills. Two highly regarded options include Articulation Station and LAMP Words for Life.
        
        Learning and Executive Functioning
        According to Autism Speaks, "31% of children with ASD have an intellectual disability (intelligence quotient [IQ] <70) with significant challenges in daily function, 25% are in the borderline range (IQ 71–85)."
        More than 30% are diagnosed with attention deficit hyperactivity disorder (ADHD) and up to 40% experience some level of anxiety. These issues, added to the core symptoms of autism (which include speech, social, and sensory challenges) create some significant issues in school and in the workplace.
        
        Low-Tech
        Low-tech options for handling sensory issues include simple tools for reducing anxiety and increasing focus, such as stress balls, worry beads, weighted vests, and standing desks.
        For executive functioning, ordinary written planners, color-coded schedules, and visual reminders can all make a positive difference. Most children with autism do best with hands-on and visual learning, so manipulatives like Cuisenaire rods (which are also available in virtual form) and alphabet blocks are good choices for teaching academic skills.
        
        Mid-Tech
        Mid-range options are easily available and relatively low-cost. Some examples include watches with alarms, visual timers, sound-blocking headphones, and calculators.
        For many people with autism, audiobooks and recordings can be a great way to replay lectures or instructions. Because many people with autism are very visual learners, videos can be a good alternative to written books or spoken lectures.
        
        High-Tech
        At the high end, there are many types of software and apps that are intended to help visual learners think, write, and communicate.
        For example, Lucidchart which are used to make connections among apparently disparate ideas and turn those connections into usable outlines and other products.
        LiveScribe and Dragon Home can also be useful for students' speech to text.
        
        Social Skills and Communication
        People with autism are very different from one another, but all share difficulties with social skills and social communication. For some, the challenges are relatively subtle; for others, even basic human interaction can be a struggle. Fortunately, there is a vast range of assistive technologies to help with these issues—some of which are very high tech.
        
        Low-Tech
        Social stories: These short, simple, visual stories were first developed by Carol Gray and are used to prepare people with autism to think and behave appropriately in any situation. There are pre-existing social stories for common situations such as getting a hair cut or going to the dentist; therapists and parents can also write and illustrate customized social stories for unique situations such as starting a new school.
        Social skills cards and games: Many specialized companies have created cards and games to help build social skills. There are social skills games similar to Chutes and Ladders created to reinforce empathy; Uno cards focused on feelings; and dice games that are intended to reinforce social communication skills.
        
        Mid-Tech
        Mid-level technology for social skills focuses largely on video modeling and apps (though many video games intended for preschoolers focus on social-emotional concepts).
        Video modeling is a tried and true technique for teaching social skills, and companies like Model Me Kids are dedicated to creating videos to teach everything from polite greetings to joining a conversation to asking someone out on a date.
        Apps are more interactive and can allow learners to select areas of interest and actually practice their skills and receive feedback. The Social Express is a social skills tool for middle school learners with autism and related disorders.
        
        High-Tech
        Social skills teaching at the high end is truly techie—and can be extremely expensive. That's because the goal is to create interactive artificial intelligence and robots that can literally take the place of human beings.
        Kiwi, a “socially assistive robot” created by a team of researchers from the University of Southern California that teaches autistic children both how to do math and socialise.
        QTrobot, created by a company at the University of Luxembourg, which is intended to "increase children’s willingness to interact with human therapists, and decrease discomfort during therapy sessions."
        Human-shaped robots created at MIT to help develop social skills and empathy in children with autism.
        
        Sensory Challenges
        
        Sensory challenges in people with autism can result in over- or under-responsiveness to sensory input. In other words, people with autism may under-react to physical injury but find school buzzers to be painful.
        Sensory therapists seek to "regulate" the sensory systems using assistive technology while teachers, parents, and adults with autism tend to look for tools to deaden sound and calm the nervous system.
        Most adaptive technology for sensory challenges is low or medium-tech. Therapists may use trampolines, swings, brushes, balls, and similar tools to help over-responsive sensory systems become less sensitive.
        Classroom teachers and paraprofessionals often use noise-canceling headphones, weighted vests, and tinted glasses to help students avoid excessive sound and light. To calm the nervous system, teachers and parents may use ball pits, weighted blankets and vests, or "squeeze machines" to provide tactile input.
        Apps are commonly used for sensory "breaks." These tend to be simple tools that allow you to do things like pop bubbles, meditate, follow images with your eyes, or play repetitive music. While not necessarily created for people on the spectrum, such apps can be very helpful. A few such apps include:
        
        Brainworks
        
        Miracle Modus
        
        Heatpad
        
        Safety
        
        Many children with autism, and some adults with more severe autism, are at risk for eloping (running away). Children with autism can be very good at manipulating locks, and even "babyproofing" may not be enough to keep them indoors.
        Thus, in addition to ordinary door chains, baby gates, and latches, many families (and some group homes and schools) use ID bracelets and tracking devices to maintain safety.
        There are a number of companies that produce ID bracelets, tags, cards, and trackers. They provide name, address, and contact info and, in some cases, automatically connect with first responders. All are quite similar, however, and the choice depends on your level of need and your budget
        A few companies that make such products include:
        Alert Me Bands
        AWAARE: Autism Wandering Awareness Alerts Response and Education Collaboration
        Project Lifesaver International
    - - Doctors define autism in a specific way. It’s a neurodevelopmental disorder that affects how kids process certain types of information. Autism is lifelong. You don’t grow out of it.
        
        Challenges that people with autism need to face
        
        Trouble with social skills
        This is a hallmark of autism. Many people have trouble recognizing and responding to other people’s feelings. They struggle to “read” nonverbal cues like body language and facial expressions. Some kids (and adults) can be very literal and don’t always understand puns, riddles, or figures of speech. They might also have trouble with “unwritten” social rules — like saying “hi” back to others when they say “hi.”
        
        Language and communication challenges
        For many kids, trouble with language development is a first sign of autism. Many struggle to express themselves and participate in conversation . Some also can’t control how loud they speak, and with what tone.
        It’s a myth that people with autism don’t feel empathy or emotions. In fact, they can feel deep empathy and have strong feelings — but they may have a hard time showing it.
        
        Sensory processing
        It’s common for people with autism to have trouble taking in and responding to sensory information. They may seek out or avoid certain sensations , or have a heightened sensitivity to light, sound, touch, taste, or other senses . This can also lead to sensory overload and meltdowns .
        
        Executive functioning
        This set of mental skills helps us plan, set goals, and get things done. It’s a frequent trouble spot with autism. One common challenge is with flexible thinking , or the ability to think in new ways about a problem.
        
        Motor planning problems
        Some people with autism struggle with motor skills. So they may seem clumsy and uncoordinated. Kids may have trouble with things like handwriting, riding a bike, catching a ball, or running.
      - https://www.youtube.com/watch?v=JPO-uOPK5RI
    - - In 2020, the CDC reported that approximately 1 in 54 children in the U.S. is diagnosed with an autism spectrum disorder (ASD), according to 2016 data. Boys are four times more likely to be diagnosed with autism than girls.
    - - Daily Outlines
      - Alternate Media
      - Sensory Tools
      - Quiet Corner
      - Extra Breaks
      - Playing It By Ear
- - - - https://sites.ed.gov/idea/regs/b/a/300.8/c/8
      - http://www.projectidealonline.org/v/orthopedic-impairments/
- - - - http://www.projectidealonline.org/v/health-impairments/
    - - Allow extra time for these students to shift from one activity or environment to the next.
        
        Teach these students specific techniques for organizing their thoughts and materials. Organize the classroom accordingly, and keep all materials in permanent locations for easy access.
        
        Allow extra time for finishing assignments or for testing.
        
        For more complex activities, simplify steps to make them more manageable.
        
        Seat the student close to the teacher and away from any peers that might be distracting.
        
        Post a daily and weekly schedule that clearly describes each activity. These schedules can then be used as prompts to direct the student back on task.
        
        Keep these schedules as consistent as possible, and keep unstructured time at a minimum.
    - - N/A There is not any currently available assistive technology recommended for AD/HD. Other impairments can use the technology alongside the rest of the classroom.
    - - http://www.projectidealonline.org/media/docs/disability-categories/health-impairments/ADHD_Teaching_Children.pdf
      - http://www.projectidealonline.org/media/docs/disability-categories/health-impairments/ADHD_Identifying_Treating.pdf
- - - - Having a speech therapist in class to assist students can be helpful
      - Organise classroom and seating where students with speech and language impairments are placed in front of the class closer to the teacher
      - Use gestures that support understanding
      - Gve students extra time to complete assignments
      - Create IEP's that are suited to the student's specific area of speech impairment
      - Give the student time to complete his/her answers orally in class without interruption
      - Use unconventional assessment strategies instead of traditional ones
      - Collaborative group work can help students communicate with their peers in a variety of [ways]
      - Incorporate multi-sensory modes of teaching-visual,
        auditory, kinesthetic and tactile components to elicit responses and participation
      - Incorporate direct instruction and practice with the following: greeting others, asking open-ended questions, making requests, and asking for help as they are important for socialisation
    - - Voice impairment can be characterized by abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration.
      - Language impairment falls in five basic areas of language impairments: phonological disorders, morphological disorders, semantic disorders, syntactical deficits, and pragmatic difficulties.
      - There are three basic types of speech impairments: articulation disorders, fluency disorders, and voice disorders.
        Speech impairments may be caused by anatomical or physiological limitations in the skeletal, muscular, or neuromuscular support for speech production.
      - stuttering-the repetition of consonants or vowel sounds when speaking. It disrupts the flow and fluency of what is being said. This is also related to cluttering: excessively fast and jerky speech.
- - - - -“Assistive Technology to Help Students with Behavioral Disabilities Succeed Academically.” The Edvocate, 27 May 2018, www.theedadvocate.org/assistive-technology-to-help-students-with-behavioral-disabilities-succeed-academically/.
        -“Assistive Technology - Emotional Disturbance (ED).” Google Sites, sites.google.com/site/edemotionaldisturbance/assistive-technology.
        -Brauner, C. B., & Stephens, C. B. (2006). Estimating the prevalence of early childhood serious emotional/behavioral disorders: challenges and recommendations. Public health reports (Washington, D.C. : 1974), 121(3), 303–310. https://doi.org/10.1177/003335490612100314.
        -Parette Jr, H. P., Crowley, E. P., & Wojcik, B. W. (2007). Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology. Teaching Exceptional Children Plus, 4(1), n1.
        -“What Are Emotional Disturbances in Special Education?” Special Education Guide, 25 May 2016, www.specialeducationguide.com/disability-profiles/emotional-disturbance/.
  - - - AT may be used as an intervention that reduces potential triggers of undesirable behavior. 4 tips how these can be used:
        Tip 1: Consider the background events (antecedents).
        Several devices are available to assist students to deal with antecedents and minimize the possibility of frustrations and related inappropriate behaviors occurring in the areas of reading, like text to speech sorftware programs, writing, like a talking word processors, graphic organizers and speech recognition and
        mathematics.
        Tip 2. Tracking and measuring behavior
        Four specific tools may be used by both teachers and students to assist them with the task of monitoring behavior during assigned classroom tasks. These include (a) stop watches, (b) hand-held counters, (c) Palm devices, and (d) computer devices.
        Tip 3. Use self-monitoring
        Tools that may prove helpful with self-monitoring can be divided into three categories: (a) visual/ auditory prompting devices, (b) visual/ auditory cueing devices, and (c) self- graphing devices.
        Tip 4. Promote social behavior
        Two useful AT solutions that can assist students with EBD include Power Cards and Social Stories
    - - Prevalence
        At least one in 10 (10%), or about 6 million people, has a serious emotional disturbance at some point in their life.
  - - - Reminder Devices
        Students with behavioral disabilities tend to be easily distracted, and their mind may wander during lessons. A reminder device such as a vibrating watch might be a good way to get their attention back. This quietly prompts them to refocus on the task at hand without teacher intervention. As a result, they can feel significantly more independent when teachers have fewer reasons to chastise them.
    - - Talk light
        Noise sensitivity can be a big issue among students with behavioral disabilities. The overstimulation from their environment can become a major trigger for their behavior problems. Teachers should be mindful of the volume inside their classroom at all time. Assistive technology can help you to monitor it with the Talk Light. This provides educators with a tangible way to realize when volumes are reaching unacceptable levels for sensitive students. By preventing this situation, you might be able to ward off some of the negative behaviors.
- - - - Bonding with the child is critical for the instructor, therefore it is important to evaluate the child's response to an individual when determining who will be the primary provider of instruction. He may be withdrawn or passive, content to stay in one place and let the world come to him. Remember for him he will learn only through doing.
        
        make interactions balanced (my turn, your turn) to encourage him to be responsive. Instruction that is always directive requires no response from him.
        
        Safety is also of critical importance to this child. Not only must the environment be made safe for him, but he must feel safe in order to move around on his own. If he does not, he is likely to stay glued to one spot resisting interaction with his environment and the people in it. Instruction and support from an orientation and mobility specialist is very important.
        
        The curriculum focus for the child with deaf-blindness will differ from that of the child with only a single sensory impairment. The deaf education focus may be primarily on using language to code existing concepts. The curriculum focus for a child with visual impairment may be more oriented toward building concepts and experiences which can provide a firm cognitive foundation for language. The curriculum focus for a child with deaf-blindness should be on bonding and developing interactions and routines for expanding the frequency and functions of communication. This child will not learn about objects or actions incidentally. He cannot tie together the fragmented input he receives without interpretation and instruction from others. He must be taught to use and accept this instruction