is there an app for that? – disclosure statements...
TRANSCRIPT
12/6/2013
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Is There an App for That? –
Modifying iPad Applications for
Diverse Populations
Bilinguistics Webinar SeriesDecember 6th 2013 Carloyn Gutierrez, M.A., CCC-SLP
Cristina Villaseñor, M.S., CCC-SLP
Disclosure Statements
• Financial Relationships: Bilinguistics receives royalties from sales of the BAPA. Carolyn Gutierrez & Cristina Villaseñor are salaried employees at Bilinguistics.
• Non-financial Relationships: None to disclose.
Our Clinicians’ Experience
• Frequently modify apps for CLD population
• Experience building and standardizing BAPA evaluation tool
• Team of 22 SLP using apps
Is There an App for That?• Why we love iPads
▫ 10 Recommended Clinical Computing Competencies
▫ More than a reward
▫ Motivate & engage
• Why we don’t
▫ When to use iPads in therapy and when to iSkip it.
• App-egories
▫ We organize great apps into 4 categories and
demonstrate their use with our diverse caseloads
• Let’s play!
▫ App-lying what we’ve learned
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• Technology Teaching – (Coufal 2002)
• Test Mode Effect? – conflicting research▫ No significant differences in performance found for children
ages 7-8 between computer-based testing (CBT) and paper-
based testing (PBT) (Sim & Horton, 2005)
Children also showed a preference for computer-based
assessments
Benefits of Technology? Use Your Clinical Judgment
• Not using it
▫ Motor limitations
▫ Attention limitations
▫ Negative behaviors
▫ Unconducive to appropriate feedback
▫ Technical malfunctions
▫ Just like those beautiful materials you’ve spent hours making and
laminating for students in the past…be ready for the iPad to NOT work
• Using it in conjunction with traditional therapy
▫ Literacy-based interventions
▫ Language samples
▫ Articulation drills
▫ Etc.
10 Recommended Clinical Computing
Competencies(1993, Cochran et al. – Using computers “to fulfill a clinical purpose”)
Using a Computer as:▫ Context for conversation
▫ Instructor
▫ Clinical materials generator
▫ Feedback device
▫ Clinical data assistant
▫ Diagnostic tool
▫ Productivity tool
Awareness & Use of:▫ Basic computer operations
and assistive technology
▫ Relevant legal and ethical issues
▫ Technology resources
iPadsMore than a reward
for getting the “real work” done
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Mediated Learning +
Context for Conversation
• Mediating child’s experiences (Westby & Atencio, 2002)
• Steering conversations to effectively address goal areas (Cochran & Masterson, 1995)
The Basics
• “Using iPads in Speech Pathology” – Independent Living Center WA
▫ Student research project
▫ General pros and cons of iPad use by SLPs
▫ List of great apps for SLPs with short descriptions
▫ Evaluation Rubric to grade an app for SLPs (1-4)
� Client specificity, flexibility, instructions, feedback, accessibility, data
availability for clinicians, research-based, engagement/motivation, presentation
▫ http://ilc.com.au/ilc-tech-resources-tablets-smartphones/
� Getting started, Using iPads in Speech Pathology, Considerations, Resources
(NOT available on Amazon…or anywhere)
iRules
• Set ground rules
- Therapist chooses student
- Establish a time limit
- “Listen first, touch 2nd”
- iPad went on vacation ☺
- Create a visual schedule“iPad on Vacation”
images by Erik Raj
Protecting iPad
• But the iPads are expensive!
• Protection
• iGuy ($30-$40)
• Otter Box (iPad: $70-$100)
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Tips• Touching the iPad with objects that won’t activate the touch screen
(pencils, pointers, etc)
• Guided access – settings/general/accessibility/guided access
• Take a screenshot – press Home + Power button (at the same time)
• Folders – touch and hold an app (they’ll toggle) – move one over the other
• See open apps (most recent) – place 4 fingers and slide up
Tool Time!
Photos
Video
iReward
Choice Board Creator
Flashcards
PicCardMaker
dB Volume
Evernote
Google Translate
Calculator
Calendar
Activity Timer / Time to Play /
Visual timer / Visitimer
Tally Counter
Safari
Waitstrip
You know you want to…
everybody’s doing it!
• PSHA Survey Results
(Feb. 2012)
▫ 62% (…so ALMOST everybody)
▫ 85% pediatric
Whatcha doin’?Data collection Video
AAC Devices Email
Therapy Materials Photos
And more!
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Modifying 101
• Guide and facilitate conversations
• Use a variety of cues (visual, written, auditory/verbal, gestural, tactile, intonation, etc.)
• Scaffold
• Use appropriate levels of cues & scaffolds
• Balance structure with function
• Observe and adjust
Remember! Difference vs. Disorder
• - use age-appropriate
sounds
• - produce p/b/m
• - produce k/g/ng
• - produce t/d/n
• - produce s/z
• - reduce stopping
• - reduce fronting
• - reduce backing
• - reduce assimilation
• - reduce initial cons.
deletion
• - reduce cluster reduction
• - produce all syllables
• - produce initial /r/
• - produce medial /r/
• - produce final /r/
• - produce /r/ blends
• - produce /l/ blends
• - dem. age-approp. recept.
lang
• - identify nouns
• - identify actions
• - identify adjectives
• - identify parts of a whole
• - identify category
members
• - complete analogies
• - identify color concepts
• - identify size concepts
• - identify shape concepts
• - follow 1-3 step directions
• - follow directions
w/location
• - follow directions
w/quantity
• - follow directions
w/quality
• - follow directions
w/pronouns
• - answer yes/no questions
• - answer wh- questions
• - demonstrate age-
appropriate expressive
language
• - use present progressive
verb tense
• - use regular plurals
• - use irregular plurals
• - use article/# agreement
• - use present tense verbs
• - use future tense verbs
• - use regular past-tense
verbs
• - use irregular past-tense
verbs
• - use grammatically
appropriate sentences
• - use subject/verb
agreement
• - include all necessary
preps.
• - use compound sentences
• - combine words
• - use 2-5 word phrases
• - identify missing words
• - respond to an activity
• - use descriptive words
• - sequence a story
• - retell a story
• - use sequence words
• - state a sequence of an
event
• - answer wh-?s
• - identify story components
• - use appropriate narrative
org.
• - desc. objects w/3 features
• - describe 20 common
objects
• - label objects
• - label verbs
• - label 5 items/8 categories
• - name category of objects
• - explain object
relationships
• - state function of an object
• - state part-whole
relationships
• - state opposites
• - state synonyms
• - pair vocalizations
w/gestures
• - request "more"
• - indicate "finished"
• - request "help"
• - imitate vocalizations
• - respond to questions
• - demonstrate social skills
• - initiate a request
• - communicate
wants/needs
• - play with toys
appropriately
• - demonstrate parallel play
• - demonstrate symbolic
play
• - demonstrate pretend play
• - take # turns during play
• - demonstrate joint
attention
• - follow eye gaze w/point
• - id expected/unexpected
behaviors
• - desc. pp.'s
thoughts/feelings
• - desc. own
thoughts/feelings
This is how we do it:
• English Apps
• Spanish Apps
• Neutral Apps
• Juegos!
English Apps
• Fun With Directions Lite ($0.99)By Hamaguchi Apps for Speech, Language & Auditory Development
▫ Arturo
� Background: Bilingual, Spanish>English,
� IEP: 30 min, 8x/9wks
� Goals:
� Retell story with 4 events
� Use descriptive clauses in sentences
� Use articles correctly
� Decrease rate of speech
� /r/blends, /l/blends
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By Hamaguchi Apps for Speech, Language & Auditory Development
Fun With Directions LiteBy Hamaguchi Apps for Speech, Language & Auditory Development
Also great for:Following directions
Labeling
Wh- Questions
Combining words
Describing objects
Object function
Articulation
(phonological awareness & self-monitoring)
Spanish Apps
• iSecuencias Lite (Free)By Fundación Planeta Imaginario
• Juan’s Goal: Sequence and retell 3-part stories
• Other potential targets
▫ Wh?s
▫ Phonological processes
▫ ID and name objects in categories
▫ Inferencing (built into app)
▫ Prediction skills (built into app)
iSequences LiteBy Fundación Planeta Imaginario
Spanish Apps-Modifications
• Vocabulary used in child’s dialect
• Turn off volume… “It’s too loud!”
• Scaffold, scaffold, scaffold
• Show off your metacognition
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Neutral Apps
• Toca Hair Salon ($2.99)By Toca Boca AB
▫ Ashley
� Background: Bilingual, Spanish>English,
struggling in reading
� IEP: 30 min, 12x/9wks
� Goals:
� Who/what/where/when/why questions
� /f/, /l/, /s/ in all positions
� Use adjectives to modify nouns
� Use articles (el, la, un, una)
Articulation: Had a conversation
and identified words with her
sounds (F/L/S-café, liso, seca) –
writing them down (phonological
awareness) – mass practice (10x
with self-monitoring).
In a group the other student
comments on what they did
(attention/monitoring) and
takes a turn)
Language: Talking about the haircut when it was done (adjectives, articles)
Answering questions - trickier but achievable:
Who cut her hair?
Where do you think she’ll go after her haircut?
Why did you rinse her hair?
What does she have in her hair?
When???
Toca Hair SalonBy Toca Boca AB
Also great for:
▫ Following directions
▫ Sequencing
▫ Requesting
▫ Labeling
▫ Combining words
▫ Problem solving
▫ Describing pictures
▫ Identifying/naming colors
▫ Antonyms
▫ Object function
Games
• Candy Blast Mania (Free)By TeamLava
▫ Angelica’s goal: Follow 2-step directions with temporal, spatial, quantitative, and qualitative concepts
� Other goals
� Attributes
� Wh?s
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Fave 5
Carolyn’s Fave 5
• Clicky Sticky ($1.99)
▫ By invocore
• Cookie Doodle ($0.99)
▫ By Shoe the Goose
• Waitstrip ($0.99)
▫ JTB Apps
• Ana Lomba’s Spanish for Kids: The Red Hen – Bilingual (Free)
▫ By Ana Lomba Early Languages LLC
• PicCard Maker ($13.99)
▫ By Bo Innovations
Cristina’s Fave 5
• Tap Roulette (Free)
▫ By Laan Labs
• ShowMe (Free)
▫ By Learnbat, Inc.
• Make Dice Lite (Free)
▫ By hnm
• My PlayHome ($3.99)
▫ Shimon Young
• Little Storybook Maker (Free)
▫ By GrasshopperApps.com
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How to Trap an App
▫ http://www.pinterest.com/bilinguistics/
• Blogs
▫ http://www.geekslp.com (Barbara Fernandes, M.S., CCC-SLP)
▫ http://www.erikxraj.com/blog (Erik Raj, M.S., CCC-SLP
▫ http://www.speechtechie.com (Sean J. Sweeney, CCC-SLP)
▫ http://www.therapyapp411.com (collaborative)
• App store browsing
• Youtube
Ask that lady sitting right next to you!
References
• Cochran, P. S., Masterson, J. J., Long, S. H., Katz, R., Seaton, W., Wynne, M., Lieberth, A., & Martin, D. (1993). Computer competencies for clinicians. Asha, 35(8), 48-49.
• Cochran, P.S. & Masterson, J.J. (1995). NOT using a computer in language assessment/intervention: In defense of the reluctant clinician. Language, Speech, and Hearing in Schools. 26, 213-222.
• Cochran, P.S. (2004, May 25) 10 recommended clinical computing competencies for SLPs. The ASHA Leader.
• Coufal, K.L. (2002). Technology teaching or mediated learning, part II, 1990s: Literacy linkages and intervention contexts. Topics in Language Disorders. 22(4), 29-54.
References
• iPad Use by Audiologists and Speech- Language Pathologists in Pennsylvania. (2012). Retrieved from: http://www.psha.org/pdfs/PSHAiPadsSurvery.pdf
• Sim, G. & Horton, M. (2005). Performance and Attitude of Children in Computer Based Versus Paper Based Testing. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 3610-3614). Chesapeake, VA: AACE.
• Using iPads in Speech Pathology. (n.d.). Retrieved from Independent Living Centre WA website: http://ilc.com.au/wp-content/uploads/2013/08/ilc_tech_using_ipads_in_speech_pathology.pdf
• Westby, C. & Atencio, D. (2002). Computers, culture, and learning. Topics in Language Disorders. 22(4), 70-87.