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Assistive Technologies for Interventions - Cohort 6 02/2022, ADHD/ADD by…

- - - - Fluency Disorder- an unusual repetition of sounds or rhythm. A child’s flow of speech is disrupted by sounds, syllables, and words that are repeated, prolonged, or avoided and where there may be silent blocks or inappropriate inhalation, exhalation, or phonation patterns.
      - Voice Disorder- means you have an atypical tone of voice. It could be an unusual pitch, quality, resonance, or volume.
      - Articulation Disorder- Distorting certain sounds. It can also fully omit sounds. Where the child produces sounds incorrectly (ex. Lisp, difficulty articulating certain sounds such as “l” or “r”)
    - - High tech systems includes:
        
        Augmentative communication device
        -Speech4Good app to be installed on smart phones -Go talks 4+
        -Speech tablet device
        -Tablets
        
        Course modifications, such as one to one presentations and the use of a computer with a voice synthesizer
      - Augmentative and alternative communication includes low-tech system, such as:
        
        Sign language
        
        Picture boards
        
        Letter boards
        
        Communication notebooks
        
        Eye gaze
      - https://youtu.be/pYgcXINwkD0
      - https://youtu.be/z-w3AGUPMso
      - https://youtu.be/MNYAb7VimC8
      - Electronic Fluency Devices
        
        Delayed Auditory Feedback (DAF):
        Devices that play the user's voice back delayed by a fraction of a second. DAF devices may resemble hearing aids or head phones with a microphone. There are also apps that can use DAF on phone calls
        
        https://youtu.be/Cu0DdXCHosQ
        
        Frequency Altered Feedback (FAF):
        Rather than delaying the user hearing their own voice, they change the pitch at which the user hears their own voice
        
        https://youtu.be/qXnV69mkcpk
    - - · Permit students the time they require to express themselves, without unsolicited aid in filling the gaps in their speech
        · Be patient and take the time to communicate effectively. Ask students to repeat or clarify if you do not understand their speech.
        · Permit students to be silent in class unless speech is a requires course competency appropriate for students
    - - Teachers can accommodate students with speech and language impairment by using gestures and body language while communicating with them.
      - Teachers need to be supported with educational materials regarding this impairment ignorer for them to efficiently accommodate these students
      - https://youtu.be/Y7tf5EzGRJA
      - A major part of speech impairment
  - - - Difficulty comprehending words, expressing oneself and listening to others.
        
        Fluency disorder
        
        Challenges in pronouncing specific sounds
        
        Voice Impairment
      - Educational Challeneges
        
        Participating in classroom discussions
        -Communicating effectively with classmates and teachers
        
        Understanding and/ or giving oral presentations
        
        Attaining normalcy within a group
- - - - Learning disability is not a single disability rather it encompasses broader spectrum, it includes difficulties in any one or combination of academic disciplines. It constitutes of 7 domains
        
        Listening
        
        Speaking
        
        Basic reading
        
        Reading comprehension
        
        Math calculation
        
        Logical reasoning
        
        Written expression
    - - Dyslexia- it affects reading and related language based procession skills. It effects reading fluency, decoding, comprehension, recall, writing, spelling and sometimes speech
        
        Dysgraphia- effects the writing ability of the student and reflects as poor writing skills. It is also known as spelling disorder
        
        Dyscalculia -specific learning disability that affects a person’s ability to understand numbers and learn math facts and difficulty in learning arithmetic
        
        Auditory processing disorder – is not a problem in understanding the meaning but it means the brain of the child does not hear the sound the usual way. It make it difficult to pass the sound from ear freely for the brain to interpret it.
        
        Nonverbal learning disabilities - Nonverbal learning disorder (NVLD) is a learning disability that causes difficulty with motor, visual-spatial, and social skills. Children with NVLD are often well-spoken and can write well, but struggle with subtle social cues and comprehension of abstract concepts
        
        Visual perceptual or visual motor deficit -students with visual perceptual/visual motor deficits have poor eye-hand coordination, lose their position frequently when reading, and struggle using pencils, crayons, glue, scissors, and other fine motor skills
      - Strategies
        
        Dyslexia
        
        Classroom accommodation
        • Post visual schedules and also read them out loud.
        • Provide coloured strips or bookmarks to help focus on a line of text when reading.
        • Hand out letter and number strips so the student can see how to write correctly.
        • Use large-print text for worksheets.
        • Have on hand “hi-lo” books (books with high-interest topics for students reading below grade level).
        • Provide extra time for reading and writing.
        • Give the student multiple opportunities to read the same text.
        • Use reading buddies during worktime (as appropriate).
        
        Academic accommodation
        • Give step-by-step directions and read written instructions out loud.
        • Simplify directions using key words for the most important ideas.
        • Highlight key words and ideas on worksheets for the student to read first.
        • Ask student to repeat direction.
        • Provide example of the work to be completed.
        • Explain the rubric to the student.
        • Break assignment into small manageable steps
        • Provide a checklist to the student with guiding questions
        
        Assistive technology
        1-Speech to text-software.-This allows users to dictate or talk to a computer that uses software to convert this to text
        2-Read and write chrome extension
        3-Mind mapping -Mind mapping help dyslexia student to plan for writing, Note taking
        canva, mindomo
        4-Text to speech- This allows individuals to understand written material they are presented with and to proof-read or check their own work.
        5-Voice Dream Reader: Kids can listen to documents read aloud by computer voices. The words are highlighted as they are read aloud, making it easier for kids to follow along. Documents can be downloaded directly from Book share as well as from Google Drive and other sources.
        6-Natural Reader: Kids can listen to webpages and various documents read aloud by computer voices. Selected text is copied to a separate floating window where it can be reformatted and saved.
        
        Testing accommodation
        • Grade the student on the content that needs to be mastered, not on things like spelling or reading fluency .
        • Allow learning to be demonstrated in different ways, like oral reports, posters, and video presentations
        • Provide different ways to respond to test questions, like saying the answers or circling an answer instead of filling in the blank.
        • Audio response can be accepted
        • Provide sentence starters that show how to begin a written response.
        • Provide extended time for taking tests and quite space
        
        Auditory processing disorder
        
        Classroom accommodation
        •Provide a quiet area for independent work.
        •Let the student sit near the teacher and away from auditory distractions, like doors and windows.
        •Check in frequently to make sure the student understands the work.
        • Provide an assistive listening device to make it easier to distinguish the teacher’s voice.
        •Give extra time for testing
        
        Academic accommodation
        •Give step-by-step instructions, and have the student repeat them.
        •Decide with the student on a nonverbal signal to show that a key point is being made.
        •Say directions, assignments, and schedules out loud, and rephrase as needed.
        •Repeat key information throughout the lesson, and rephrase as needed.
        •Use visual tools, images, and gestures to enhance and support spoken lessons.
        •Break down test or classwork instructions into short, written steps.
        .Highlight key words and ideas on worksheets.
        • Give written homework instructions.
        • Provide a list of homework assignments for the week (or day
        
        Assistive Technology for Auditory processing disorder
        • Personal listening devices (PLD) can help kids hear a teacher’s voice more clearly. With a PLD, the teacher wears a clip-on wireless microphone. The mic transmits her voice directly to a student’s personal speaker or earpiece.
        • Sound field systems are specialised speaker systems for classrooms
        Infrared system -Transmits sound wirelessly via invisible light beams.
        The receiver must be in direct line of sight of the light beam from the transmitter
        Noise cancelling headphones- this can help block the background noise. Students can find it helpful to connect the headphones to play sounds of rain or static. If students have to listen to audio the headphones can be used as it will help filter out the background noise.
        Audio recorders- this app allow kids to record the teachers instruction lesson or lectures. They can listen to the recoding multiple times to understand what they might have missed in the beginning.
        
        Dyscalculia
        
        Classroom accommodation
        • Review what the student already learned before teaching new skills.
        • Teach students to “self-talk” through solving problems.
        • Let the student write out charts or draw sketches to solve problems.
        • Use graph paper to help line up numbers and problems
        • Give the student a list of the math formulas taught in the class• Use concrete examples that connect math to real life.
        • Check in frequently to make sure the student understands the work.
        
        Academic accommodation
        • Create separate worksheets for word problems and number problems.
        • Highlight or circle key words and numbers on word problems.
        • Allow extra time on tests.
        • Give step-by-step instructions and have the student repeat them
        • Provide charts of math facts or multiplication tables.
        • Use visual aids or manipulatives when solving problems.
        • Let the student use a calculator when computation isn’t what’s being assessed
        • 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.
        • Give more space to write problems and solutions.
        
        Assistive technology
        Low tech assistive technology
        Calculator- Calculator is the low tech device that can be used to help for basic and advance calculations.
        Timez Attack: Timez Attack is a fun game that helps students develop a solid basis of foundational math facts, such as the multiplication tables and addition/subtraction problems. This allows students to move on to higher level topics more easily
        Math is fun is an exceptional resource for math illustrations, explanations, and interactive tools.
        GeoGebra: Using digital graph paper, kids can type equations to draw graphs, plot points, and draw lines and curves. Kids can draw objects such as polygons, ellipses, lines, and curves often used in geometry, and then label their drawings.
        Ignite Math:Ignite! Math is a multimedia approach to strengthening crucial math skills like identifying angles and working with fractions. It also helps students develop thinking skills that are applicable outside of math, like the ability to compare and contrast. Ignite! can be used for individual students, small groups, or even whole classes working together.
        
        Dysgraphia
        
        Testing accommodation
        • Adapt test formats to cut down on handwriting. For example, use “circle the answer” or “fill in the blank” questions.
        • Grade based on what the student knows, not on handwriting or spelling
        • Use a scribe or speech-to-text so the student can dictate test answers and writing assignments.
        • Allow a “proof-reader” to look for errors
        • Provide extended time on tests and quite space
        
        Academic accommodation
        • Provide paper assignments with name, date, title, etc., already filled in.
        • Provide information needed to start writing assignments early.
        • Help the student break writing assignments into steps .
        • Provide a rubric and explain how each step is graded
        • Give examples of finished assignments.
        • Offer alternatives to written responses, like giving an oral report
        
        Assistive technology
        Low tech Assistive technology
        Pencil Grips- are great tool for young children as it helps them hold pencil more naturally and improves writing.
        Wide ruled note book-
        A major component of dysgraphia is having difficulty with writing in a straight line, and while many of my words do not follow a straight line even when writing on the larger lines, the additional spacing does make a difference.
        Speech to text-software. This allows users to dictate or talk to a computer that uses software to convert this to text. This is clearly of interest to individuals that might otherwise have difficulty with spelling or writing emails, reports or other written communications.
        Grammarly: Kids can get suggestions on how to fix possible errors in spelling, grammar, and punctuation.
        Kurzweil 3000: As the student types, the program reads aloud individual words and the entire sentence using kids’ TTS voices. Words are also highlighted as they’re spoken. The program predicts words based on frequency of use.
        
        Classroom accommodation
        • Provide handouts so there’s less to copy from the board.
        • Provide typed copies of classroom notes or lesson outlines to help the student take notes.
        • Provide extra time to take notes and copy material.
        • Provide paper with different-coloured or raised lines to help form letters in the right space
        
        Visual motor deficit
        
        Classroom accommodation
        • Post visual schedules, but also say them out loud.
        • Describe visual presentations aloud and/or provide narration.
        • Build in time to summarize the important information from each lesson.
        • Provide uncluttered handouts with few or no nonessential images
        • Provide a highlighter to use to highlight information while reading.
        • Provide a slant board (or three-ring binder) to bring work closer to student’s visual field.
        • Provide wide-ruled paper and darken or highlight lines and margins to help form letters in the right space.
        • Provide graph paper (or lined paper to be used sideways) to help line up math problems.
        
        Academic accommodation
        •Say directions and assignments out loud.
        •Clearly space words and problems on a page.
        •Write directions in a different colour from the rest of an assignment (or highlight them).
        •Include simple diagrams or images to help clarify written directions.
        • Use highlighting or sticky-note flags to draw attention to important information on worksheets.
        • Allow time for the student to ask questions about directions.
        
        Assistive Technology
        Handwriting help- write pad – helps take note in own handwriting and then converts it into digital text
        Story book creator- Alternative means of creation by making a story book instead of writing.
        Text to speech- This allows individuals to understand written material they are presented with and to proof-read or check their own work.
        Speech to text-software. This allows users to dictate or talk to a computer that uses software to convert this to text. This is clearly of interest to individuals that might otherwise have difficulty with spelling or writing emails, reports or other written communications.
        Book share – is an audio book library which provides books online and has the option for reading the book for the student and speech to text to help answer the comprehension question.
        Pencil Grips- are great tool for young children as it helps them hold pencil more naturally and improves writing
        
        Non-verbal learning disability
        
        Class room accommodation
        • Create a daily class routine that changes as little as possible.
        • Post class schedules, rules, and expectations; make sure the student sees them.
        • Make a laminated card with the student’s schedule on it.
        • Provide verbal cues before transitions.
        • Give the student plenty of time to preview and prepare for new activities like group projects, field trips, and other changes in routine.
        • Let the student choose where to sit.
        
        Academic accommodation
        • Give a short review or connection to a previous lesson before teaching new ideas.
        • Give an overview of a lesson before teaching it and clearly state the objective
        Use simple, concrete and clear language.
        • Explain figures of speech as you use them
        • Explain jokes and identify sarcasm and words that have more than one meaning.
        • Break down abstract concepts and rephrase if needed.
        • Speak slowly when giving directions.
        • Provide written directions even for assignments you’d expect a student to be able to generalise from the past.
        • Provide the test format ahead of time so the student can focus on content.
        • Provide extended time for taking tests.
        
        Assistive technology for non-verbal learning disability
        Picture exchange communication system (PECS)
        PECS consists of six phases and begins by teaching an individual to give a single picture of a desired item or action to a “communicative partner” who immediately honours the exchange as a request. The system goes on to teach discrimination of pictures and how to put them together in sentences
        Speech generating app- Proloquo2Go is an easy to use communication app for people who cannot speak or need help being understood. Featuring natural sounding voices, including real children’s voices, Proloquo2Go is a simple yet powerful AAC (augmentative and alternative communication) tool.
        Social stories creator app Children with special needs often need more direct instruction of social skills. Teaching social skills to any child may be easier and less stressful when visual supports, like social stories are used
        Cue cards – cue cards are simple and effective ways to teach about the emotions and often give direction. Being a visual prompt it helps.
- - - - Ensure that the student has a way to appropriately express their wants and needs.
      - Identify and establish appropriate functional communication system (e.g. sign language, Picture Exchange Communication System (PECS), voice output, etc.)
      - Simplify your language, highlighting what is important. For example, for a non-verbal student, simply say “Sit in chair” instead of “Sit in your chair please.”
      - Label areas in the room with words and pictures and
        use sequencing cards to teach order of events.
      - Paraphrase back what the student has said or indicated.
      - Explicitly teach and use clear and unambiguous language.
      - Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.
      - Use words in addition to gestures and facial expressions.
      - Engage student in role-plays to target reciprocal conversation and program for generalization of communication skills across all contexts.
    - - Pair existing reinforcers with new activities to expand repertoire.
      - Explicitly and frequently teach social rules and skills, such as turn-taking and social distance.
      - Work to expand the student’s reinforcer and leisure activities repertoire; work to increase social reinforcers and activities.
      - Break down social skills into non-verbal and verbal components and explain rules / rationales behind social exchanges.
      - Be aware that student may feel very uncomfortable with eye contact.
      - Target perspective-taking skills.
        Teach student to accurately label his / her own emotions.
      - Recognize that the target for anger may not be linked to the source of that anger
    - - Allow access to narrow interests / obsessive behavior as a reward, break activity, or calming activity (but clearly establish rules regarding frequency and duration of access).
      - Use visual schedule along with visual reminders and picture icons and social stories to encourage appropriate behavior and to maintain attention.
      - Use visual reminders of transition times and activities.
      - Intermix high probability tasks (easier tasks) with lower probability tasks (more difficult tasks).
      - Provide frequent breaks in response to sensory and attention issues.
      - Use various means of presentation - visual, auditory, kinesthetic, tactile, etc. Keep in mind that many students with autism tend to process information much better visually than verbally.
      - When doing group work, provide a list of clear expectations and tasks for each member and use peer buddies.
      - Break down large assignments into manageable parts.
      - Certain professionals in the school can provide services to students with autism. Speech-language therapists can help students improve their ability to communicate and interact with others. Occupational therapists can help students with motor skills and find ways to modify tasks. Physical therapists can provide activities and exercise for students that help with motor control and improve posture and balance
      - Teach what "finished" means, and help student understand when something is finished.
      - Minimize distractions, or provide access to an individual work area.
  - - - Voice Output Communication Aids (VOCAs):Any type of visual representation system can be placed on simple voice output devices for children to access by a simple push of a "button". Most of these devices are battery operated and are easy to operate for recording messages.
      - Audio taping: Any type of social interaction, both appropriate and inappropriate, can be taped and then replayed as a teaching method to assist the child in identifying what is an appropriate, and what is inappropriate social communicative behavior
      - "Talk Pad - Sequencing" Talk Pad: The physical layout of the "buttons" on this device works
        well for focusing on sequence stories, because the four buttons are positioned from left-to-right,
      - Portable communication systems across all contexts, all of the time.
      - Adaptive Hardware: In order to access the computer, some children with autism might require
        that the standard computer be adapted with certain devices including: touch windows, intellikeys, trackballs, digital cameras. scanners,
      - Speech-generating apps: Proloquo2Go / TouchChat HD
      - Mind mapping software like Lucidchart which are used to make connections among apparently disparate ideas and turn those connections into usable outlines and other products.
      - 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 socialize.
    - - Visual Representation Systems (objects, photographs, realistic drawings,
        line drawings, and written words)
      - Communication Skills: picture point communication board system, picture exchange communication system, break cards, choice cards,
      - Comprehension building: object schedules, activity schedules, calendars, daily routine lists and social scripts
      - Social skills: social stories, social scripts, turn-taking cards,
      - Weighted vests
      - Sensory balls
- - - - Accommodations for learners with deaf-blindness include, but are not limited to:
        
        Assistive technology equipment (hearing aids, assistive learning devices)
        
        Interpreters
        
        Notetakers
        
        Provide extended time on assignments and assessments
        
        Braille materials and assistive technology
        
        Teacher should stay in one spot for the lecture
        
        Reading machines
        
        Eliminate unnecessary background noise
        
        Assignment accommodations for deaf and blindness- Allow enough time for the student to get the information from the interpreter before calling on someone. When asking the class to respond, have them raise their hands, rather than just shout out the answer. This will allow the deaf or hard of hearing student to participate. Individuals who are deafblind will often need touch in order for them to be sure that their partner shares their focus of attention.
        
        Exploring objects should be done in a "nondirective" way, allowing the individual who is deafblind to have control.
        
        The individual may have very slow response times.
        
        Individuals who are deafblind will often need touch in order for them to be sure that their partner shares their focus of attention.
        
        Exploring objects should be done in a "nondirective" way, allowing the individual who is deafblind to have control
        
        The individual may have very slow response times. Therefore, the teacher should allow time for the student to respond.
        
        Symbolic communication can be utilized by individuals who are deafblind.
        
        Touch cues, Object symbols, Sign language, Gestures, Picture symbols, Fingerspelling, Signed English, Braille, American Sign Language, Lip-reading speech, Pidgin Signed English, method of speech reading, and Large print
        
        Assistive technology (high tech and low tech)
        Modern technology has provided opportunities for students who are deafblind to access the general curriculum. Assistive technology devices that were created for individuals with visual impairments (especially those with braille output) can be utilized by students who are deafblind. These include:
        
        Computer adaptations: Braille translation software: converts print into Braille and Braille into print, Braille printer: connects to a computer and embossed Braille on paper, Screen reader: converts text on a computer screen to audible speech, Screen enlargement software: increases the size of text and images on a computer screen, Refreshable Braille display: converts text on computer to Braille by an output device connect to the computer
        
        Adaptive devices:Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a Braille embosser to produce a printed copy, Optical character reader: converts printed text into files that can be translated into audible speech or Braille, Electronic braille writer: produces Braille, translates Braille into text or synthetic speech
        
        1 more item...
    - - DSM criteria for deaf and blindness- To qualify for special education services in the category of deaf-blindness, the child must have concomitant hearing and visual impairments, the combination of which causes: severe communication needs; and other developmental and educational needs.
- - - - Eg -There are apps like AIR where users share their stories and find support with buttons like "Hug," "Me Too," and "Like." It also provides information on how to get help and on mental illnesses.
      - Eg -Pill Reminder and Medication Tracker Apps
    - - Text-to-Speech Software - A text-to-speech software such as that found within the Microsoft programs could be an ideal solution for students with stress induced out of classroom exercises
  - - - Bipolar Disorder
        
        Schizophrenia
        
        Eating disorder
        
        Obsessive-Compulsive Disorder (OCD)
        
        Psychotic Disorders
        
        Conduct Disorders
- - - - Speech recognition software. Your child speaks into a computer or tablet’s microphone, and their words show up on the screen. This can save them time and help them express themselves more easily if they’re struggling to write by hand.