autism and assistive technology webinar june 17 2020 · 6/17/2020 · universal design for...

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Autism and Assistive

Technology

Functional Communication, Assistive Technology, Augmentative Communication and Other

Communication Supports to aide Independence and Self- Determination

Presenter: Monica MeyerM Meyer Consulting, Inc.

6/23/20 Monica Meyer Consulting, Inc.

https://monicameyer.com

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Overview of today’s webinar:

• Communication• Visual Schedules• Decision Making• Motivational Tools• Video Modeling• Social Networking• Vocational Assistance• Home Supports• Independence


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https://monicameyer.com/

6/23/20

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Providing 21st

Century Learning Environments

As visual learners there is a natural fit for creating 21st century learning environments for individuals with and other developmental disabilities sand developmental disabilities….Every day new technology is changing our lives in ways we never imagined. For individuals with and other developmental disabilities and other developmental disabilities, some new technologies can improve:• Communication• Assist in the development of social skills• Enhance the ability to learn and increase

independence. 6/23/20 M Meyer Consulting, Inc.

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If you took a moment, I’m sure you could list at least 15 pieces of technology you use daily yourself…here are a few.

• Cell phone

• Automobile

• Clock

• Daytime scheduler• Zoom Video Conference

• Sunglasses

• Computer

• Stylus

• Fork

• Spoon

• Lamp

• Shredder• Printer

• Coffee Maker

• Post-it Note

• Drinking straw

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The Research

• Research has proven that individuals with ASD typically use visual processing as their dominant information processing mode and because of that strength they usually possess a heightened interest in visual materials • (Furth, 1981)

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Intrinsic Interest

• Children (and Adults) on the and other developmental disabilities have extensive interest in computers, television and videos and the majority choose to spend more time and electronic media than with all other forms of play combined

(Shane & Albert, 2008)

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Media, Technology and 21st Century Learning• Individuals with and other developmental

disabilities are more attracted to and engaged by materials presented interactively on a computer

• In one of the many studies available, student, resident or worker, resident or workers with ASD (and other developmental disabilities were);• Attentive to a computer-generated lesson 97% of the

time (learning 74% of the targeted nouns taught) • Opposed to 62% of the time by teacher directed

teaching (learning 41% of the targeted nouns taught)

(Moore and Calvert 2000)

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Universal Design for Learning: UDL

• Assistive Technology provides the necessary supports that meets an individual’s needs and provides them with step-by-step successes toward a positive, productive life.• Though UDL does not always

meet the unique needs of an individual, it makes access much more available to a larger group of users

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Where do I work?Where do I go?Where can I find it?Where does it go?

What?Where?How Much?What does ”finish” look like?What is next?

Lean Production Practice and Codes;• Reduces confusion• Waste• Increases quality• Independence

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Communication


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What is Communication? • Communication is simply the act of

transferring information from one person or group to another.

• Every communication involves (at least) one sender, a message and a recipient.

• These include our emotions, the cultural situation, the medium used to communicate, and even our location.


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What: Communication

• Spoken language is a critical step for increasing independence is strengthening his or her ability to communicate by building skills and providing tools to help express preferences, desires and feelings.

• Though there are times when spoken language is not-possible; consider introducing Alternative/Augmentative Communication (AAC) and visual supports.


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Communication

• It is important not to make assumptions about why a person experiences difficulties with speech. • For example, people who have verbal communication difficulties due to

their physical disability are often assumed to have an intellectual disability, due to the association between intellectual disability and problems with communication. • This often is not the case.


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Communication

• People with intellectual disabilities might present as having much higher levels of communication ability than they do. • Many people with intellectual disability have numerous strategies for

masking their disability and can appear to understand and participate in conversation when their genuine level of comprehension is limited.• Mimicking and copying others’ language use is common and can be

convincing.


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Poll #1


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Communication Bill of Rights

All people with a disability of any extent or severity have a basic right to affect, through communication, the conditions oftheir existence. Beyond this general right, a number of specific communication rights should be ensured in all daily interactions and interventions involving persons who have severe disabilities. To participate fully in communication interactions, each person has these fundamental communication rights:1. The right to interact socially, maintain social closeness, and build relationships2. The right to request desired objects, actions, events, and people3. The right to refuse or reject undesired objects, actions, events, or choices4. The right to express personal preferences and feelings5. The right to make choices from meaningful alternatives6. The right to make comments and share opinions7. The right to ask for and give information, including information about changes in routine and environment8. The right to be informed about people and events in one’s life9. The right to access interventions and supports that improve communication10.The right to have communication acts acknowledged and responded to even when the desired outcome cannot be

realized11.The right to have access to functioning AAC (augmentative and alternative communication) and other AT (assistive

technology) services and devices always12.The right to access environmental contexts, interactions, and opportunities that promote participation as full

communication partners with other people, including peers13.The right to be treated with dignity and addressed with respect and courtesy14.The right to be addressed directly and not be spoken for or talked about in the third person while present15.The right to have clear, meaningful, and culturally and linguistically appropriate communications


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Deceptively Verbal

• The ability to ”verbally-talk” but does not have the understanding of reciprocal communication.

• Some people with Autism and Intellectual Disability are able talk, but do not have good receptive skills.

• These individuals are referred to as “deceptively verbal.”


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Does following a directive communication?

• No, this is compliance.

• Although, it does indicate that the person does has receptive language skills, but unless the receiver expresses themselves, it’s compliance.


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What’s Wrong with Compliance?


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Victimization:Need for Functional Communication

Unfortunately, individuals with autism, intellectual and communication disabilities make good victims. In general, they have deficits in communication, may lack understanding of what constitutes abuse and are perceived as not credible witnesses by perpetrators, law enforcement and the general public.


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Victimization:Need for Functional Communication

• In fact, evidence suggests that some offenders specifically seek victims with disabilities because they are perceived to be vulnerable, unable to seek help and believe they cannot or will not report the crime (Lang & Frenzel, 1988).

• As such, the ability to understand and communicate with individuals with autism, intellectual and communication disabilities is a critical step in reducing victimization.


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• Individuals with Intellectual Disabilities are taught to “get along” with other people and respect those in authority.

• As a result, they may change their responses if they think you don’t like their answer.

• Research suggests individuals with intellectual disabilities can be as accurate as individuals without an intellectual disability, but are significantly more suggestible (Henry & Gudjonsson, 1999).

• The key is to find a balance between being overly helpful, friendly and supportive and being too cold.


Compliance Versus Functional Communication

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Why the Need for Functional Communication

Experience extreme isolationExperience

Experience financial vulnerability and fewer opportunitiesExperience

Experience reduced capacity to participate in social, economic, political and cultural life.Experience


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Distressing?

Michael Callahan, author of Discovery writes:“The presumption that a collection of individuals who know the person all know the same thing”

….and

“If we do not take the time to document the complexity, the nuance, in the lives of people with significant disabilities, our efforts to pursue outcomes such as employment are vulnerable to that which is overlooked.”

Why and what could be distressing?Don’t reinvent the wheel!

Monica Meyer Consulting, Inc.6/23/20

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Respect, Dignity and Functional Communication

1. Research EBPs (Evidence Based Practices) utilized while in school, with other practitioners and families that provided the person with autism and intellectual disabilities functional communication

2. Take the time to document the complexity and nuances

3. Training is needed to ensure fidelity of communication strategy

4. Implementation of supports with fidelity

5. Build capacity6. Sustainability

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What if there are no record of functional communication supports?1. Refer to Evidence Based Practices2. Assessment, Implementation and Measure Outcomes3. Train, Measure Staff Aptitude4. Lifelong Learning


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Seriously Monica, this seems impossible!

1. We have a significant turn over of staff

2. We have other required training that needs to be completed first

3. Relationship development is foundation to communication and learning; it takes more than a few hours spent with the person with autism or intellectual disability

Albert Einstein said the definition of insanity is doing something over and over again and expecting a different result…when we should be referring to is Marc Gold: Pioneer of “Try Another Way”

Rather than forcing “compliance” from the person with an intellectual disability, offer another support (i.e. visual support) for learning through the implementation of an EBP.

It’s easy to pass the inevitable buck to the person with the intellectual disability, write up incident report after incident report and not “trying another way.”

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Research, Training, Assessment and Lifelong Learning


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Consider these strategies to support people who experience speech difficulties:

• Build rapport and safety in the counselling relationship.

• This is vital in developing the client’s trust in you as someone who will help them to express themselves and their story, regardless of their speech or language problems

• Show the person that what they have to say is valued, and that there is time to be with them and hear their story.


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Consider these strategies to support people who experience speech difficulties:

• Never pretend to understand a person’s speech. Simply say ‘I’m sorry, could you please say that again?’.

• You may need to explicitly state that you really want to understand the person, and will get better at understanding them as you get to know each other better


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Age Appropriate Language; You May Ask, How Do You Do That?

• You would still use short, non-complex sentences to match intellectual level;• Do not infantilize the adult using

whimsical voice tones, feigned excitement or other speech patterns that are reserved for very young children.


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Most Effective Efficient Way to Communicate

Communication can look very different!


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Behavior is Communication

In 1989, Herb Lovett, a clinical psychologist and research associate with the Institute of Disability at the University of New Hampshire, traveled across the United States to give talks on “managing-difficult behavior.”

It was then that the lives of vulnerable individuals without functional communication, were labeled then as retarded and disabled, known primarily for their behaviors!


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Challenging Behaviors

• Challenging behaviors are defined as problematic or maladaptive by others noticing the behavior or by the person displaying the behavior. • Challenging behaviors are those actions that come into conflict with

what is accepted by the individual’s community. • Challenging behaviors often isolate the person from their community

or can be barriers to the person living or remaining in a specific community. • Challenging behaviors vary in seriousness and intensity. • What is determined to be a challenging behavior can vary depending

on what is accepted by the individual, a community or by society.


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This is especially true for persons who communicate in ways we are not used to hearing.

Is the person constipated?

Is the person taking their medication for

the voices they hear?

Does the person have an infection?

First, medical and psychiatric conditions have been found to play a direct role in “causing” challenging

behaviors.


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A second and similarly important consideration is that challenging behaviors result from being lonely, being on the outside looking in.

This is especially true for persons who communicate in ways we are not used to hearing.

Is the quality of the person’s life acceptable (in their opinion)?

Do relationships exist in the person’s life that support choice and maximize social and personal skills?

Are the relationships between staff and the individual appropriate from a professional perspective?

Does the person have opportunity for involvement in the community that would support personal social relationships?


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“No-Tech” AT


Quick Choice Reference

Gesture

Point

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Assess Communication Capacity

Take time to work slowly and with respect – show interest in getting to know the person, their story, and find ways to communicate this to them.Take Time

Regularly check for meaning. Check

Do not make assumptions about what the person is saying or meaning. Do not make

Use examples and comparisons with other words or scenarios to check meaning.Use


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Using Aided Language to Develop Skills with Augmentative Communication Displays

• Learning to effectively communicate via an augmentative communication display or device can be challenging for any student/individual who is nonverbal, minimally verbal, or a struggling but emerging verbal communicator.

• In addition, adult caretakers may not always understand the complex demands and limitations of using AAC.


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Breanna: Proloquo2go Application• Provide a motivating reason to communicate

• Designed Home Screen that has meaning to Breanna

• Created statements and phrases that mean something to the individual;

• I need my iPad plugged in• I want to talk to my Mom• When is the Arc Dance

• Provide functional opportunities to use the device to increase fluency;

• Completed Task Analysis• Developed phrases to purchase favorite coffee and grocery list• Met at Starbucks, practiced, videoed • Met at Walmart and shopped

• Involved Residential Provider;• DSP listed important phrases on a white board, updated those weekly


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TOBII

• This TOBI communication system is picture based and isfitted with an orange key guard to increase selection accuracy.See the photo link and a thorough list of high-tech optionsat:

• http://tatp.edb.utexas.edu/products.php?scid=27.


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Who is Indi for?

• WINDOWS Based Speech Tablet Communicator

• Indi is an ideal solution for non-verbal, late talkers and verbally limited users who can interact with a device using their hands, and/or individuals with more significant physical disabilities who can use a switch or head-mouse.

• Individuals of all ages with speech andlanguage disabilities, including non-verbal Autism and people with Down Syndrome, Cerebral Palsy, and other intellectual disabilities can all benefit from Indi.


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http://tatp.edb.utexas.edu/products.php%3Fscid=27

https://www.tobiidynavox.com/en-US/learn/user-conditions/autism-spectrum-disorder-asd/

https://www.tobiidynavox.com/en-US/learn/user-conditions/intellectual-disablities/

https://www.tobiidynavox.com/en-US/learn/user-conditions/cerebral-palsy/

https://www.tobiidynavox.com/en-US/learn/user-conditions/intellectual-disablities/

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iSpeech

• The app allows the user to type their messageand make it audible by pressing the Speak button in the top right-hand corner.

• Other systems, such as Tobii Dynavox (http://www.tobiidynavox.com/) (formerly shown in Figure 1) have similar software to the programs listed previously and may offer additional features, such as larger screen sizes, big mac switches, or eye gaze control.


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BigMac

• This voice output system (view at https://www.rehabmart.com/category/pediatric_assistive_technology_switches.htm) is paired with picture symbols for sleeping, talking, and eating chips.

• The user pairs the picture with the correct button and then presses down to let others know his or her choice.


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http://www.tobiidynavox.com/

https://www.rehabmart.com/category/pediatric_assistive_technology_switches.htm

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IT IS THEIR VOICE

For individuals with high-tech

communication devices, it is important to

remember that this device is their voice.

Although it may look like any other tablet

or computer, it is providing this person

with a means to communicate.

Without this device, they would not be

able to talk.

When the person is without their AAC system, they are

without their voice.


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Access to Communication Device

Many people have communication devices.

It is important that these follow them throughout their day.

It always needs to be available to the person .

If the person has a question, comment, response, the person should have access to their device to allow them to participate.


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Communication: Access and Independence


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Communication: Access and Independence

• The most frequently reported barriers include lack of funding and cost of assistive devices.• Lack of awareness about assistive

devices and inadequate assessment. • An increase of knowledge and

awareness about assistive devices and the need of assistive devices for people with Intellectual Disabilities were most often factors that could potentially facilitate access.


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Assistive Technology

• Technology used by individuals with different abilities to perform functions that might otherwise be difficult or impossible.

• According to the Technology-Related Assistance for Individuals with Disabilities Act of 1988 (Public Law 100-407), an assistive technology means;

• Any item, piece of equipment, or product system• Acquired commercially, off-the-shelf, modified or

customized• Used to increase, maintain, or improve functional

capabilities of individuals with disabilities.


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Highlighting Technology as the “Miracle” for People with Developmental Disabilities.

• For instance, a child/adult who could not communicate and often had behavioral issues due to the frustration of not being able to communicate. Once introduced to a communication app on the iPad, the child was able to communicate eloquent thoughts and behaviors disappeared. • iPads were purchased and certain

communication app were tried at an overwhelming rate, because they were sure that an iPad was a solution for every individual with DD/ID.


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Highlighting Technology as the “Miracle” for People with Developmental Disabilities.

• Like all technologies and techniques, certain things work for certain people.

• Not all individuals with DD need the iPad for a communication, but they could have used the technology to increase other skills.

• Unfortunately, many of the iPads were used for entertainment and game playing.

• More research has shown that mobile technology can be used effectively for not only entertainment but as an AAC device, assist in teaching academic areas, social skills, video modeling, reinforcement, ABA, speech/language therapy, fine motor skills, visual supports , functional life skills, organizational skills, and increasing independence.


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Visual Communication - Brock

• https://www.youtube.com/watch?v=vDJp4ONk9G8


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https://www.youtube.com/watch%3Fv=vDJp4ONk9G8

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High Tech Tools and Strategies:Some common high tech AAC devices include

• Proloquo2go

• DynaVox (Sentient Systems);

• AlphaTalker (Digital),

• DeltaTalker • Pathfinder, Vanguard and

Vantage (Prentke-Romich);

• Parrot and McCaw (Zygo);

• System 2000 and Message Mate (Words+);

• Speak Easy (AbleNet).

• With specific software, personal computers can also be used as voice output AAC devices. Examples include:

• Intellikeys/Intellitalk (IntelliTools),

• Key Largo and Talk: About (Don Johnston, Inc.);

• Speaking Dynamically (Mayer-Johnson);

• KeyREP (Prenke-Romich), • Talking Screen and EZ Keys

(Words+)• GUS (GUS

Communications, Inc.)

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Tips When Purchasing Apps

What is the date of the last update?• Reflects likelihood of ongoing maintenance

What do the reviews say?• ‘Real’ users are the best test of how helpful the

app will be and if the functionality is as promised

Will the app run on my device?• Check for operating requirements

Is there a trial version?• Often a free trial version is available to test the

app before purchase


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Independence


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Independence and Technology

• Technologies of all kinds can sustain and accelerate improvements in health and quality of life for an aging population and enhance the independence of persons with disabilities.


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Independence and Universal Design

• A related distinction in the development of technological assistance for disabilities is the difference between universal design and assistive devices/environmental modifications.

• Advocates of universal design promote the benefits of standardizing devices and environments so that they are uniformly accessible or usable by persons of varying abilities.

• While universal design is a beneficial principle by which to develop general guidelines for construction and product development (e.g. railings for stairs), there is also a growing movement in public health towards interventions tailored to individuals with specific constellations of needs.


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Independence and Assistive Technology

• Use of assistive technology appears to be less common for those with intellectual disabilities: • a national survey of adults with

intellectual disabilities reported only 10% of individuals use assistive devices and the prevalence is lower than for those with physical disabilities.


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• Experienced assistive technology users report greater reductions of difficulty than those relying only on personal care and experience less functional decline with age.


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• Assistive Technology Devices also improve well-being by promoting independence.

• The use of assistive technology enhances the ability of adults to make choices about when and how they carry out activities and improves participation.


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• Smart devices are particularly promising in improving independence for those with cognitive disabilities: • Mainstream applications of electronic

organizers and reminders are ideal to provide cognitive aids to memory and orientation, as well as providing stimulus to help in sequencing actions to complete tasks.

• Studies of cognitive aids have however shown that adults with developmental disabilities often require substantial support in order to use devices effectively.


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Yung Ting's House

• https://www.youtube.com/watch?v=mjUpb7srUfo


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https://www.youtube.com/watch%3Fv=mjUpb7srUfo

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• A few years ago, studies of the use of GPS devices to reduce wandering among Dementia patients relied upon specialized systems that were not widely used.

• Now the integration of GPS into automobiles and smartphones as standard technology has brought this technology into the mainstream.


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Low Tech Organizational Supports


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Example Organization:


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Behavior


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Choice


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Motor Planning


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Emotional Regulation


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Incredible Five Point Scale


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Color Coding

Color coding activities based on these levels;• Green – Preferred Activity• Yellow – Neutral Activity• Red – Non-Preferred Activity


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Mobilization


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Blind, Visual Impairment

Invented by 24-year-old Anirudh Sharma of India, Le Chal, or "take me along" in Hindi, uses sensors sewn into the sole to feed data to a smartphone connected through Bluetooth. via How a Shoe Lets the Blind See With Their Feet -Mobiledia.

The latest conceptual device designed to make shopping easier for the blind.


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Deaf, Hearing Impaired


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http://www.mobiledia.com/news/156636.html

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Deaf, Blind

• The Mobile Lorm is a glove that can be worn by anyone who knows Lorm, and then used to type in Lorm. The glove connects via Bluetooth to a phone to translate the Lorm into a traditional alphabet.

• A hand-touch alphabet developed in the 19th century by Deafblind inventor and novelist Hieronymus Lorm and still used in Europe.

• For the gamers in the audience, Lorm is another version of tppk for Diablo 2 battlenet servers.


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Seizure Detection• There are recent devices that will

monitor and measure blood pressure and breathing then develops an algorithm to detect seizures prior to when one happens and will notify a caregiver that a person is having one.• This device also monitors the

number and duration of seizures. • In recent years, more have

become readily available to the consumer.

https://www.empatica.com/


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https://www.urbandictionary.com/define.php%3Fterm=Lorm

https://www.urbandictionary.com/define.php%3Fterm=tppk

https://www.urbandictionary.com/define.php%3Fterm=Diablo%25202

https://www.empatica.com/

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Alarms

• Knowing when a person has; • Gotten out of bed without having to

go into their room• Left their room• Opened their window• Left their workstation


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Automatic Medication Dispenser: Independence for Assisted Living

• The TabTime Medelert Automatic Pill Dispenser with alarm and lock is a best-selling device that ensures access to the correct dose, at the correct time.

• Alarm and lock is a best-selling device that ensures access to the correct dose, at the correct time.

• Timed pill dispenser; up to 6 alarms per day

• Large compartments (up to 12 aspirin sized pills)

• Easily programmed and battery operated (portable)

• Radio Controlled Time Accuracy - Easy set-up and time automatically adjusts for daylight savings (DST)

• CE and ROHS certified

• The combination of both an audio and visual alarm ensures users access their correct dosage of medication, at the appropriate time, whilst also keeping other pills inaccessible.


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Combining Mobile Technology with Other EBPs

https://www.teacherspayteachers.com/Browse/Search:community%20based%20instruction%20special%20ed/Price-Range/Free


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Compliance versus Communication and UnderstandingExample:

• Jason enjoys his time on the computer, although his home staff complains that he won’t do anything else! • Jason’s support staff’s question,

• “Jason won’t take a bath or get dressed for the day once he’s on his computer, can you help?”


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Use the strengths of Autism (or any developmental disability) for routines, structure and predictability!Addresses:• Organization

• Motivation

• Choice

It Answers the “What?”

Provide supports for understanding, rather than

“compliance.”


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Residential Provider can write a qualitative and quantitative goal, that is strength based!

• When Jason wakes up in the morning, he likes to go into his office and turn on his computer. Other then eating breakfast, it is difficult for staff to transition Jason into the bathroom to take his bath and get dressed.

1. Using a first/then concept on Jason’s computer, staff will teach Jason to first get dressed and then use his computer

2. Once Jason has mastered the use of the first/then concept, staff will teach Jason the morning routine, then use the computer

3. Jason will independently initiate and complete his morning routine before he turns his computer on.

What? Where? How Much?What Does Finished Look Like?What Is Next?


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Will this happen overnight?

• In some cases yes!• In most cases, it’s a process

of implementation and staff consistency.


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Independence with Activities of Daily Living

• Eating. This refers to the ability to feed one's self.

• Bathing. This category covers bathing and showering and various personal hygiene tasks, including grooming, oral care, and hair care.

• Dressing. ...• Transferring. ...• Maintaining continence. ...• Toileting.


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Independence with Activities of Daily Living

• The US Centers for Disease Control prioritizes environmental accessibility, universal design and reduction of barriers to assistive devices and technologies in order to improve participation by people with disabilities in work, education, and social activities.


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Example: Jason Before A.T.E

• Jason has Autism and is non-verbal.• Jason would typically go with his job coach

once a week to do work discovery to see what other people do for work in the community.

• Jason was assessed on janitorial tasks such as sweeping the floor.

• Job Coach didn’t feel that Jason had any marketable work skills.

• Barriers to employment:• Aggression• Inability to attend to tasks• Wandered

• Was Transition Student in a Life-Skills Classroom, he had weekly exposure to work experience


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Adaptive and Assistive Technology:

• Independence, initiation and completion of task;• Visual Work Schedule• Visual task analysis (Work System)

• Visual supports that tells; what work, where do I work, how much work, what does ”finish” look like and what is next.

• Pictures, Objects, Video (iPod, MP3, etc.)• Visual tool list for job

• Communication tools;• Icon• Augmentative Communication Device• Power Cards

• Adaptive equipment• Upright broom with Ergonomic bend increases

leverage and control.• Ribbed vinyl grip to provide a secure grip• Foam grip for comfort and hand placement.• Angled broom head easily reaches into corners• Lobby dustpan and broom set


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Magnetic Broom

Walk Behind Sweeper6/23/20 Monica Meyer Consulting, Inc.

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Example: Jason and A.T.E.• Jason using the sweeper in the retail section of

Habitat for Humanity Restore.• Jason worked consistently for 2 hours a day• Jason stays on task for the complete time he is at

work• Environmental supports, structured tasks, and

assistive technology


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Example: Jason and A.T.E.

• Jason packaging product:• Number of items• Package• Label• Price• Display Shelf

• Jason has several marketable skills• Mom and Jason have applied to DVR


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Jonah: Package Doughnut Holes• Independence, initiation and

completion of task;• Visual Work Schedule• Visual task analysis

• Pictures, Objects, Video (iPad, iPhone etc.)

• What work, where do I work, how much work, what does ”finish” look like, what is next?

• Visual tool list for job• Communication tools;• Icon• Augmentative Communication

Device• Power Cards

• Adaptive equipment• Hairnet• Sneeze Guard• Digital Scale


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Package Doughnut Holes


• Cough into your elbow

• Sneeze guard• Digital Scale• Hairnet remove

possibility of scratching head

• Template to visually position tools and process

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Degrees of AT Supports

• No Tech Tools and Strategies: • These include actions or environmental arrangements carried out by a

staff person or by the individual with ASD—no tangible item or material is involved.

• Low Tech Tools and Strategies:

• These require the student, resident or worker or staff person to utilize an item that typically is not electronic or battery-operated. They are usually lower-cost items and are relatively easy-to-use (e.g., dry erase boards, clip boards, 3-ring binders, photo albums, picture symbol cards, choice board with no voice output, highlighting tape, etc.).

• Mid Tech Tools and Strategies: • These include battery-operated devices or “simple” electronic devices

(e.g., tape recorder, Language Master, overhead projector, timers, calculators, simple voice output devices, etc.).

• High Tech Tools and Strategies:

• These involve the use of complex, typically higher-cost equipment as well as some training for effective use (e.g., video, computer software, adaptive computer hardware, complex voice output devices, etc.).


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“No-Tech” Assistive Technology

• Does not have to include electronic technology at all.

• Communication in the form of sign language, pictures or gestures is still assistive technology.

• Social skills can be taught in the form of social stories, which help children prepare for difficult situations, such as transitions or changes in routine.

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“No-Tech” AT


Quick Choice Reference

Gesture

Point

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Low Tech Tools and Strategies:

• These require the student, resident or worker, resident or worker or staff person to utilize an item that typically is not electronic or battery-operated. • They are usually lower-cost items and are relatively

easy-to-use (e.g., dry erase boards, clip boards, 3-ring binders, photo albums, picture symbol cards, choice board with no voice output, highlighting tape, etc.).

6/23/20Monica Meyer Consulting, Inc.

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Mid Tech Tools and Strategies:

• These include battery-operated devices or “simple” electronic devices (e.g., tape recording, timers, calculators, simple voice output devices, cell phones, watch, Fitbit, etc.).


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Customized Employment:and other developmental disabilities and technologyThrough the utilizing and proficiency of an iPhone or Android app, such as “Scan to Spreadsheet App” we could provide you an inventory supply system and a talented employee to carry this to fruition. This part-time position would assist your supply purchaser (i.e. Manager, Assistant Manager) with a comprehensive spreadsheet that will make purchasing decisions on up-to-date information a breeze. The system and technology support that we can develop and deliver at no cost to you, will provide cost saving information on what supplies are on hand, identify needed product, gauge inventory demand and forecast product trends. This kind of position will bring a level of business quality that your members will notice and have come to expect when accessing their membership fitness center.


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Power Point

• Visual Sequence• Insert Videos• Social Story


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Hand Washing Laundry• Tools

• Sink• Plug for sink• Laundry

Detergent• Dirty clothes

• http://www.youtube.com/watch?v=tBNOJJx4Z9k


Embed hyperlink of video into the power

point…

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Give a Home a Tactile Effect for Low Vision or Blind

• Adding tactile elements to your interior design can help you use your sense of touch to navigate your house with ease. There are several things you can keep in mind when designing your home or that you can easily modify after the fact. You should:

• Buy furniture that has textured upholstery. This will allow you to recognize furniture in different rooms by their texture.

• Use tactile markers in your kitchen and bathroom to let you know where things are located and when to use caution.

• Use embossed letter stickers to help you distinguish between different things. For example, an “F” could let you know you are turning on the living room fan.

• Mark toothbrushes or other important items with rubber bands or other tactile aids so that you can easily identify them.

• Use braille labels for anything that needs special identification.

https://blog.hireahelper.com/home-modifications-visually-impaired-blind/#adaptations


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High Tech Tools and Strategies:

• These involve the use of complex, typically higher-cost equipment as well as some training for effective use (e.g., computer software, adaptive computer hardware, complex voice output devices, etc.).


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http://wecapable.com/adaptations-house-office-visually-impaired-person/

https://www.maxiaids.com/braille-tactile-voice-markers

https://blog.hireahelper.com/home-modifications-visually-impaired-blind/

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High Tech Tools and Strategies:Some common high tech AAC devices include

• Proloquo2go

• DynaVox (Sentient Systems);

• AlphaTalker (Digital),

• DeltaTalker • Pathfinder, Vanguard and

Vantage (Prentke-Romich);

• Parrot and McCaw (Zygo);

• System 2000 and Message Mate (Words+);

• Speak Easy (AbleNet).

• With specific software, personal computers can also be used as voice output AAC devices. Examples include:

• Intellikeys/Intellitalk (IntelliTools),

• Key Largo and Talk: About (Don Johnston, Inc.);

• Speaking Dynamically (Mayer-Johnson);

• KeyREP (Prenke-Romich), • Talking Screen and EZ Keys

(Words+)• GUS (GUS

Communications, Inc.)


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Self-Determination


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Is Your Communication Strategy “Person Centered” and “Self-Directed”


Often the practice of contracted agency, employment specialist or residential service provider sets the tone for how communication and teaching is delivered to the customer they serve with autism or developmental disability;

1Many times these differ entirely from what an individual knows, has learned and practiced the majority of their educational career.

2If an individual with autism or developmental disability has had the opportunity to attend public school, their style of learning has already been identified.

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Is Your Communication Strategy “Person Centered” and “Self-Directed”?• Consider the barriers that impact accessibility for a person with autism or

intellectual disability• The basis for an autism diagnosis is Social-Communication and Repetitive

Patterns of Behavior • Understanding patterns of thinking and communication strengths and why it is

important• Majority of people are visual learners• Use visual cues to communicate wants and needs

• Rediscover and/or develop innovative practice through the increased understanding of how autism and intellectual disability impacts the learning and quality of life


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Is Your Communication Strategy “Person Centered?”• If communication solely depend on

another person’s interpretation of their likes, dislikes and interests is that “Person Centered”?

• Communication for a person with autism and intellectual disability is often left unheard or unnoticed when left to support staff “interpretation”


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Self-Determination

Finding: Outcomes • Relationships: Non-verbal significantly less likely to

have friends other than family or staff or best friends • Community Inclusion: Non-verbal significantly less

likely to have participated in specific activities in the community in the past month

• Rights and Respect: Non-verbal significantly more likely to have their mail opened without permission and to not be able to use phone/or internet without restrictions


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Self-Determination

Finding: Outcomes

• Choice: Non-verbal significantly less likely to have chosen or had input in choosing:

• Home• Roommates• Staff• Schedule• What to do in free time • Schedule• Day activity• Case manager


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Self-Determination

• Functional Communication Supports• More than intuition


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Thank You!I hope to see you next week!


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autism and assistive technology webinar june 17 2020 · 6/17/2020 · universal design for...

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