MOVING BEYOND MOTIVATIONUsing Apps to Enhance Evidence-Based Practices for Children with Autism Spectrum Disorder

Andrea Parrish M Ed

Conference Session Sitehttpmatn2014parrishweeblycom

OPENING DIALOGUE

Have you seen instances where students with ASD or related disorders are motivated to use technology over traditional tasks How has this affected their learning Respond in 1-2 brief sentences

httppadletcomandrea_parrishmotivation

MOTIVATION AND AUTISM SPECTRUM DISORDERS (ASD) Motivation and Learning

Consider your own learning preferences What motivates you as a learner

Links between motivation and ASD Children with autism are not be motivated by the presentation of isolated

academic tasks (Koegel Singh amp Koegel 2010) Factors Shown to Increase Motivation

Student Choice

Interspersing Maintenance and Acquisition Tasks

Incorporating Student Interest into Academic Instruction

Natural Reinforcers

Lack of engagement in ASD can negatively affect educational outcomes (Keen 2009)

AFFORDANCES OF TECHNOLOGY FOR STUDENTS WITH ASD Many computer-based applications are set up based on behaviorist theory

with reinforcement at standard intervals (Kirinic et al 2010) Link to Evidence-Based Practice Reinforcement is already built in

The propensity toward visual learning is inherent in many technology devices as they are typically set up in a visual format (Whalen et al 2010)

Computer software programs Tablet applications Interactive whiteboard flipcharts

Many experience difficulty with complex cues ndash technology can address this with allowing the teacher to vary the complexity of symbols (Cafiero 2012)

RESEARCH LINKS BETWEEN TECHNOLOGY ASD amp MOTIVATION Some promising news

For some students with ASD learning through technology tools increases motivation for learning Presents content in ldquostatic predictable andor visual formatrdquo which

appeals to the learning modality of SWASD (Cafiero 2012 p 65)

In a study testing the reading comprehension of students with ASD using iPads for daily instruction ALL students within the small sample (n=10) showed gains in their comprehension skills using the device (Price 2011) During the course of the study no students refused to use the device What could this lack of refusal possibly tell us about motivation Teachers reported that their students with ASD found the device

motivating

JOINT ATTENTION

Participants coordinate their attention to each other and an

object or activity of mutual interest

REPLACEMENT VS ENHANCEMENT Replacement

Instructional Example A student uses an ABA computer-based software program to facilitate 11 independent instruction

Possible Advantages Built in data collection components (depending on the deviceapplication)

Requires less human resources or supports allows the teacher options for alternative instruction

May be a preferred activity for students with ASD

Possible Disadvantages Difficult to target social skills shared engagement or joint attention skills

Potential for prompt dependency and lack of generalization to real world activities

May only be suitable for students capable of self-directed learning

Cost associated with the technology tool licensure etc

REPLACEMENT VS ENHANCEMENT Enhancement

Instructional Example During a 11 play-based ABA session a child uses an iPad to take turns with the teacher

Possible Advantages Allows the teacher to target social skills shared engagement or joint attention skills

Occurs in the natural environment an important component of generalization

Allows for shared control between the student and teacher

Choice of applications can be adapted to target a variety of skills depending on the curricular content

Possible Disadvantages Requires additional instructional planning efforts (to coordinate the use of instruction

and technology tools)

Cost associated with the technology tool (although cost of most applicable applications tends to be nominal)

Requires an ongoing data collection system

USING TECHNOLOGY TO SUPPORT EVIDENCE-BASED PRACTICES Why use evidence-based practices

1 There is research to support the benefits or outcomes

2 Components exist to measure fidelity

3 Shapes practitioners judgment into data-based decision making

Why use technology to support evidence-based practices Incorporates a potentially motivating item (ie iPad computer

interactive whiteboard) with a proven practice Technology tools may enhance or compliment the EBP (ie the app

with built-in natural reinforcement)

APPLIED BEHAVIORAL ANALYSIS (ABA)

Antecedent (what happens immediately before the behavior)

Behavior (the target behavior)

Consequence (what happens immediately following the

behavior)

A B C

CONTINUUM OF TREATMENT METHODS

More Structure Less Structure

Adult-Directed

Less Naturalistic

Less Functional

Child-Directed

More Naturalistic

More Functional

Traditional ABA

Contemporary ABA

TRADITIONAL ABA amp TECHNOLOGY Basic Tenets of Discrete

Trial Training (DTT) A method for teaching

desired behaviors skills or tasks

The skill being taught is broken down or sequenced into small ldquodiscrete trialsrdquo taught in a highly structured manner

A method which provides for repeated practice with a clear beginning and end

How Technology Can Support Built in reinforcement Reinforcement can be

programmed to be immediate

Built in data collection methods

Options to prescribe timing (ie offer wait time between trials time with reinforcement etc)

Visual format offers a clear beginning and end to the task

Sd R SrSd=

Discriminative Stimulus

Sr= Reinforcing

Stimulus

CONTEMPORARY ABA

Basic Tenets of Pivotal Response Training (PRT) Pivotal behaviors those which are central to wide areas of

functioning (initiation turn taking etc) If you target core behaviors behaviors that you did not target may

also improve When teaching children especially through play-based interactions

we need a specified structureformat that guides behaviors we target how to target them and why

A B CA =

Opportunity to

respond

B = Childrsquos

response

C = Natural reinforceme

nt

PRT Component Ways Technology Can Support

Gain attention Use of highly stimulating visual graphics images or animation

Target maintenance and acquisition tasks

Preprogram differentiated activities (ie IWB flipcharts leveled apps etc)

Share control Practice turn-taking with technology tools or offer the student choice in which activity or device used

Incorporate multiple cues Varied use of technology shows the same concept in multiple ways

Reinforcement attempts This may be an affordance more easily provided by the teacher

Offer contingent reinforcementA built-in feature of many applicationsOffer natural reinforcement

USING THE IPAD TO SUPPORT INSTRUCTION

FINDING amp EVALUATING APPS

Evaluating Apps App Selection Rubric (Mark Mautone 2012)

Autism Speaks Website now includes a research designation for apps (anecdotal research or evidence) wwwautismspeaksorgautism-apps

AFFORDANCES OF TECHNOLOGY FOR STUDENTS WITH ASD Many computer-based applications are set up based on behaviorist theory

with reinforcement at standard intervals (Kirinic et al 2010) Link to Evidence-Based Practice Reinforcement is already built in

The propensity toward visual learning is inherent in many technology devices as they are typically set up in a visual format (Whalen et al 2010)

Computer software programs Tablet applications Interactive whiteboard flipcharts

Many experience difficulty with complex cues ndash technology can address this with allowing the teacher to vary the complexity of symbols (Cafiero 2012)

RESEARCH LINKS BETWEEN TECHNOLOGY ASD amp MOTIVATION Some promising news

For some students with ASD learning through technology tools increases motivation for learning Presents content in ldquostatic predictable andor visual formatrdquo which

appeals to the learning modality of SWASD (Cafiero 2012 p 65)

In a study testing the reading comprehension of students with ASD using iPads for daily instruction ALL students within the small sample (n=10) showed gains in their comprehension skills using the device (Price 2011) During the course of the study no students refused to use the device What could this lack of refusal possibly tell us about motivation Teachers reported that their students with ASD found the device

motivating

JOINT ATTENTION

Participants coordinate their attention to each other and an

object or activity of mutual interest

REPLACEMENT VS ENHANCEMENT Replacement

Instructional Example A student uses an ABA computer-based software program to facilitate 11 independent instruction

Possible Advantages Built in data collection components (depending on the deviceapplication)

Requires less human resources or supports allows the teacher options for alternative instruction

May be a preferred activity for students with ASD

Possible Disadvantages Difficult to target social skills shared engagement or joint attention skills

Potential for prompt dependency and lack of generalization to real world activities

May only be suitable for students capable of self-directed learning

Cost associated with the technology tool licensure etc

REPLACEMENT VS ENHANCEMENT Enhancement

Instructional Example During a 11 play-based ABA session a child uses an iPad to take turns with the teacher

Possible Advantages Allows the teacher to target social skills shared engagement or joint attention skills

Occurs in the natural environment an important component of generalization

Allows for shared control between the student and teacher

Choice of applications can be adapted to target a variety of skills depending on the curricular content

Possible Disadvantages Requires additional instructional planning efforts (to coordinate the use of instruction

and technology tools)

Cost associated with the technology tool (although cost of most applicable applications tends to be nominal)

Requires an ongoing data collection system

USING TECHNOLOGY TO SUPPORT EVIDENCE-BASED PRACTICES Why use evidence-based practices

1 There is research to support the benefits or outcomes

2 Components exist to measure fidelity

3 Shapes practitioners judgment into data-based decision making

Why use technology to support evidence-based practices Incorporates a potentially motivating item (ie iPad computer

interactive whiteboard) with a proven practice Technology tools may enhance or compliment the EBP (ie the app

with built-in natural reinforcement)

APPLIED BEHAVIORAL ANALYSIS (ABA)

Antecedent (what happens immediately before the behavior)

Behavior (the target behavior)

Consequence (what happens immediately following the

behavior)

A B C

CONTINUUM OF TREATMENT METHODS

More Structure Less Structure

Adult-Directed

Less Naturalistic

Less Functional

Child-Directed

More Naturalistic

More Functional

Traditional ABA

Contemporary ABA

TRADITIONAL ABA amp TECHNOLOGY Basic Tenets of Discrete

Trial Training (DTT) A method for teaching

desired behaviors skills or tasks

The skill being taught is broken down or sequenced into small ldquodiscrete trialsrdquo taught in a highly structured manner

A method which provides for repeated practice with a clear beginning and end

How Technology Can Support Built in reinforcement Reinforcement can be

programmed to be immediate

Built in data collection methods

Options to prescribe timing (ie offer wait time between trials time with reinforcement etc)

Visual format offers a clear beginning and end to the task

Sd R SrSd=

Discriminative Stimulus

Sr= Reinforcing

Stimulus

CONTEMPORARY ABA

Basic Tenets of Pivotal Response Training (PRT) Pivotal behaviors those which are central to wide areas of

functioning (initiation turn taking etc) If you target core behaviors behaviors that you did not target may

also improve When teaching children especially through play-based interactions

we need a specified structureformat that guides behaviors we target how to target them and why

A B CA =

Opportunity to

respond

B = Childrsquos

response

C = Natural reinforceme

nt

PRT Component Ways Technology Can Support

Gain attention Use of highly stimulating visual graphics images or animation

Target maintenance and acquisition tasks

Preprogram differentiated activities (ie IWB flipcharts leveled apps etc)

Share control Practice turn-taking with technology tools or offer the student choice in which activity or device used

Incorporate multiple cues Varied use of technology shows the same concept in multiple ways

Reinforcement attempts This may be an affordance more easily provided by the teacher

Offer contingent reinforcementA built-in feature of many applicationsOffer natural reinforcement

USING THE IPAD TO SUPPORT INSTRUCTION

FINDING amp EVALUATING APPS

Evaluating Apps App Selection Rubric (Mark Mautone 2012)

Autism Speaks Website now includes a research designation for apps (anecdotal research or evidence) wwwautismspeaksorgautism-apps

RESEARCH LINKS BETWEEN TECHNOLOGY ASD amp MOTIVATION Some promising news

For some students with ASD learning through technology tools increases motivation for learning Presents content in ldquostatic predictable andor visual formatrdquo which

appeals to the learning modality of SWASD (Cafiero 2012 p 65)

In a study testing the reading comprehension of students with ASD using iPads for daily instruction ALL students within the small sample (n=10) showed gains in their comprehension skills using the device (Price 2011) During the course of the study no students refused to use the device What could this lack of refusal possibly tell us about motivation Teachers reported that their students with ASD found the device

motivating

JOINT ATTENTION

Participants coordinate their attention to each other and an

object or activity of mutual interest

REPLACEMENT VS ENHANCEMENT Replacement

Instructional Example A student uses an ABA computer-based software program to facilitate 11 independent instruction

Possible Advantages Built in data collection components (depending on the deviceapplication)

Requires less human resources or supports allows the teacher options for alternative instruction

May be a preferred activity for students with ASD

Possible Disadvantages Difficult to target social skills shared engagement or joint attention skills

Potential for prompt dependency and lack of generalization to real world activities

May only be suitable for students capable of self-directed learning

Cost associated with the technology tool licensure etc

REPLACEMENT VS ENHANCEMENT Enhancement

Instructional Example During a 11 play-based ABA session a child uses an iPad to take turns with the teacher

Possible Advantages Allows the teacher to target social skills shared engagement or joint attention skills

Occurs in the natural environment an important component of generalization

Allows for shared control between the student and teacher

Choice of applications can be adapted to target a variety of skills depending on the curricular content

Possible Disadvantages Requires additional instructional planning efforts (to coordinate the use of instruction

and technology tools)

Cost associated with the technology tool (although cost of most applicable applications tends to be nominal)

Requires an ongoing data collection system

USING TECHNOLOGY TO SUPPORT EVIDENCE-BASED PRACTICES Why use evidence-based practices

1 There is research to support the benefits or outcomes

2 Components exist to measure fidelity

3 Shapes practitioners judgment into data-based decision making

Why use technology to support evidence-based practices Incorporates a potentially motivating item (ie iPad computer

interactive whiteboard) with a proven practice Technology tools may enhance or compliment the EBP (ie the app

with built-in natural reinforcement)

APPLIED BEHAVIORAL ANALYSIS (ABA)

Antecedent (what happens immediately before the behavior)

Behavior (the target behavior)

Consequence (what happens immediately following the

behavior)

A B C

CONTINUUM OF TREATMENT METHODS

More Structure Less Structure

Adult-Directed

Less Naturalistic

Less Functional

Child-Directed

More Naturalistic

More Functional

Traditional ABA

Contemporary ABA

TRADITIONAL ABA amp TECHNOLOGY Basic Tenets of Discrete

Trial Training (DTT) A method for teaching

desired behaviors skills or tasks

The skill being taught is broken down or sequenced into small ldquodiscrete trialsrdquo taught in a highly structured manner

A method which provides for repeated practice with a clear beginning and end

How Technology Can Support Built in reinforcement Reinforcement can be

programmed to be immediate

Built in data collection methods

Options to prescribe timing (ie offer wait time between trials time with reinforcement etc)

Visual format offers a clear beginning and end to the task

Sd R SrSd=

Discriminative Stimulus

Sr= Reinforcing

Stimulus

CONTEMPORARY ABA

Basic Tenets of Pivotal Response Training (PRT) Pivotal behaviors those which are central to wide areas of

functioning (initiation turn taking etc) If you target core behaviors behaviors that you did not target may

also improve When teaching children especially through play-based interactions

we need a specified structureformat that guides behaviors we target how to target them and why

A B CA =

Opportunity to

respond

B = Childrsquos

response

C = Natural reinforceme

nt

PRT Component Ways Technology Can Support

Gain attention Use of highly stimulating visual graphics images or animation

Target maintenance and acquisition tasks

Preprogram differentiated activities (ie IWB flipcharts leveled apps etc)

Share control Practice turn-taking with technology tools or offer the student choice in which activity or device used

Incorporate multiple cues Varied use of technology shows the same concept in multiple ways

Reinforcement attempts This may be an affordance more easily provided by the teacher

Offer contingent reinforcementA built-in feature of many applicationsOffer natural reinforcement

USING THE IPAD TO SUPPORT INSTRUCTION

FINDING amp EVALUATING APPS

Evaluating Apps App Selection Rubric (Mark Mautone 2012)

Autism Speaks Website now includes a research designation for apps (anecdotal research or evidence) wwwautismspeaksorgautism-apps

JOINT ATTENTION

Participants coordinate their attention to each other and an

object or activity of mutual interest

REPLACEMENT VS ENHANCEMENT Replacement

Instructional Example A student uses an ABA computer-based software program to facilitate 11 independent instruction

Possible Advantages Built in data collection components (depending on the deviceapplication)

Requires less human resources or supports allows the teacher options for alternative instruction

May be a preferred activity for students with ASD

Possible Disadvantages Difficult to target social skills shared engagement or joint attention skills

Potential for prompt dependency and lack of generalization to real world activities

May only be suitable for students capable of self-directed learning

Cost associated with the technology tool licensure etc

REPLACEMENT VS ENHANCEMENT Enhancement

Instructional Example During a 11 play-based ABA session a child uses an iPad to take turns with the teacher

Possible Advantages Allows the teacher to target social skills shared engagement or joint attention skills

Occurs in the natural environment an important component of generalization

Allows for shared control between the student and teacher

Choice of applications can be adapted to target a variety of skills depending on the curricular content

Possible Disadvantages Requires additional instructional planning efforts (to coordinate the use of instruction

and technology tools)

Cost associated with the technology tool (although cost of most applicable applications tends to be nominal)

Requires an ongoing data collection system

USING TECHNOLOGY TO SUPPORT EVIDENCE-BASED PRACTICES Why use evidence-based practices

1 There is research to support the benefits or outcomes

2 Components exist to measure fidelity

3 Shapes practitioners judgment into data-based decision making

Why use technology to support evidence-based practices Incorporates a potentially motivating item (ie iPad computer

interactive whiteboard) with a proven practice Technology tools may enhance or compliment the EBP (ie the app

with built-in natural reinforcement)

APPLIED BEHAVIORAL ANALYSIS (ABA)

Antecedent (what happens immediately before the behavior)

Behavior (the target behavior)

Consequence (what happens immediately following the

behavior)

A B C

CONTINUUM OF TREATMENT METHODS

More Structure Less Structure

Adult-Directed

Less Naturalistic

Less Functional

Child-Directed

More Naturalistic

More Functional

Traditional ABA

Contemporary ABA

TRADITIONAL ABA amp TECHNOLOGY Basic Tenets of Discrete

Trial Training (DTT) A method for teaching

desired behaviors skills or tasks

The skill being taught is broken down or sequenced into small ldquodiscrete trialsrdquo taught in a highly structured manner

A method which provides for repeated practice with a clear beginning and end

How Technology Can Support Built in reinforcement Reinforcement can be

programmed to be immediate

Built in data collection methods

Options to prescribe timing (ie offer wait time between trials time with reinforcement etc)

Visual format offers a clear beginning and end to the task

Sd R SrSd=

Discriminative Stimulus

Sr= Reinforcing

Stimulus

CONTEMPORARY ABA

Basic Tenets of Pivotal Response Training (PRT) Pivotal behaviors those which are central to wide areas of

functioning (initiation turn taking etc) If you target core behaviors behaviors that you did not target may

also improve When teaching children especially through play-based interactions

we need a specified structureformat that guides behaviors we target how to target them and why

A B CA =

Opportunity to

respond

B = Childrsquos

response

C = Natural reinforceme

nt

PRT Component Ways Technology Can Support

Gain attention Use of highly stimulating visual graphics images or animation

Target maintenance and acquisition tasks

Preprogram differentiated activities (ie IWB flipcharts leveled apps etc)

Share control Practice turn-taking with technology tools or offer the student choice in which activity or device used

Incorporate multiple cues Varied use of technology shows the same concept in multiple ways

Reinforcement attempts This may be an affordance more easily provided by the teacher

Offer contingent reinforcementA built-in feature of many applicationsOffer natural reinforcement

USING THE IPAD TO SUPPORT INSTRUCTION

FINDING amp EVALUATING APPS

Evaluating Apps App Selection Rubric (Mark Mautone 2012)

Autism Speaks Website now includes a research designation for apps (anecdotal research or evidence) wwwautismspeaksorgautism-apps

REPLACEMENT VS ENHANCEMENT Replacement

Instructional Example A student uses an ABA computer-based software program to facilitate 11 independent instruction

Possible Advantages Built in data collection components (depending on the deviceapplication)

Requires less human resources or supports allows the teacher options for alternative instruction

May be a preferred activity for students with ASD

Possible Disadvantages Difficult to target social skills shared engagement or joint attention skills

Potential for prompt dependency and lack of generalization to real world activities

May only be suitable for students capable of self-directed learning

Cost associated with the technology tool licensure etc

REPLACEMENT VS ENHANCEMENT Enhancement

Instructional Example During a 11 play-based ABA session a child uses an iPad to take turns with the teacher

Possible Advantages Allows the teacher to target social skills shared engagement or joint attention skills

Occurs in the natural environment an important component of generalization

Allows for shared control between the student and teacher

Choice of applications can be adapted to target a variety of skills depending on the curricular content

Possible Disadvantages Requires additional instructional planning efforts (to coordinate the use of instruction

and technology tools)

Cost associated with the technology tool (although cost of most applicable applications tends to be nominal)

Requires an ongoing data collection system

USING TECHNOLOGY TO SUPPORT EVIDENCE-BASED PRACTICES Why use evidence-based practices

1 There is research to support the benefits or outcomes

2 Components exist to measure fidelity

3 Shapes practitioners judgment into data-based decision making

Why use technology to support evidence-based practices Incorporates a potentially motivating item (ie iPad computer

interactive whiteboard) with a proven practice Technology tools may enhance or compliment the EBP (ie the app

with built-in natural reinforcement)

APPLIED BEHAVIORAL ANALYSIS (ABA)

Antecedent (what happens immediately before the behavior)

Behavior (the target behavior)

Consequence (what happens immediately following the

behavior)

A B C

CONTINUUM OF TREATMENT METHODS

More Structure Less Structure

Adult-Directed

Less Naturalistic

Less Functional

Child-Directed

More Naturalistic

More Functional

Traditional ABA

Contemporary ABA

TRADITIONAL ABA amp TECHNOLOGY Basic Tenets of Discrete

Trial Training (DTT) A method for teaching

desired behaviors skills or tasks

The skill being taught is broken down or sequenced into small ldquodiscrete trialsrdquo taught in a highly structured manner

A method which provides for repeated practice with a clear beginning and end

How Technology Can Support Built in reinforcement Reinforcement can be

programmed to be immediate

Built in data collection methods

Options to prescribe timing (ie offer wait time between trials time with reinforcement etc)

Visual format offers a clear beginning and end to the task

Sd R SrSd=

Discriminative Stimulus

Sr= Reinforcing

Stimulus

CONTEMPORARY ABA

Basic Tenets of Pivotal Response Training (PRT) Pivotal behaviors those which are central to wide areas of

functioning (initiation turn taking etc) If you target core behaviors behaviors that you did not target may

also improve When teaching children especially through play-based interactions

we need a specified structureformat that guides behaviors we target how to target them and why

A B CA =

Opportunity to

respond

B = Childrsquos

response

C = Natural reinforceme

nt

PRT Component Ways Technology Can Support

Gain attention Use of highly stimulating visual graphics images or animation

Target maintenance and acquisition tasks

Preprogram differentiated activities (ie IWB flipcharts leveled apps etc)

Share control Practice turn-taking with technology tools or offer the student choice in which activity or device used

Incorporate multiple cues Varied use of technology shows the same concept in multiple ways

Reinforcement attempts This may be an affordance more easily provided by the teacher

Offer contingent reinforcementA built-in feature of many applicationsOffer natural reinforcement

USING THE IPAD TO SUPPORT INSTRUCTION

FINDING amp EVALUATING APPS

Evaluating Apps App Selection Rubric (Mark Mautone 2012)

Autism Speaks Website now includes a research designation for apps (anecdotal research or evidence) wwwautismspeaksorgautism-apps

REPLACEMENT VS ENHANCEMENT Enhancement

Instructional Example During a 11 play-based ABA session a child uses an iPad to take turns with the teacher

Possible Advantages Allows the teacher to target social skills shared engagement or joint attention skills

Occurs in the natural environment an important component of generalization

Allows for shared control between the student and teacher

Choice of applications can be adapted to target a variety of skills depending on the curricular content

Possible Disadvantages Requires additional instructional planning efforts (to coordinate the use of instruction

and technology tools)

Cost associated with the technology tool (although cost of most applicable applications tends to be nominal)

Requires an ongoing data collection system

USING TECHNOLOGY TO SUPPORT EVIDENCE-BASED PRACTICES Why use evidence-based practices

1 There is research to support the benefits or outcomes

2 Components exist to measure fidelity

3 Shapes practitioners judgment into data-based decision making

Why use technology to support evidence-based practices Incorporates a potentially motivating item (ie iPad computer

interactive whiteboard) with a proven practice Technology tools may enhance or compliment the EBP (ie the app

with built-in natural reinforcement)

APPLIED BEHAVIORAL ANALYSIS (ABA)

Antecedent (what happens immediately before the behavior)

Behavior (the target behavior)

Consequence (what happens immediately following the

behavior)

A B C

CONTINUUM OF TREATMENT METHODS

More Structure Less Structure

Adult-Directed

Less Naturalistic

Less Functional

Child-Directed

More Naturalistic

More Functional

Traditional ABA

Contemporary ABA

TRADITIONAL ABA amp TECHNOLOGY Basic Tenets of Discrete

Trial Training (DTT) A method for teaching

desired behaviors skills or tasks

The skill being taught is broken down or sequenced into small ldquodiscrete trialsrdquo taught in a highly structured manner

A method which provides for repeated practice with a clear beginning and end

How Technology Can Support Built in reinforcement Reinforcement can be

programmed to be immediate

Built in data collection methods

Options to prescribe timing (ie offer wait time between trials time with reinforcement etc)

Visual format offers a clear beginning and end to the task

Sd R SrSd=

Discriminative Stimulus

Sr= Reinforcing

Stimulus

CONTEMPORARY ABA

Basic Tenets of Pivotal Response Training (PRT) Pivotal behaviors those which are central to wide areas of

functioning (initiation turn taking etc) If you target core behaviors behaviors that you did not target may

also improve When teaching children especially through play-based interactions

we need a specified structureformat that guides behaviors we target how to target them and why

A B CA =

Opportunity to

respond

B = Childrsquos

response

C = Natural reinforceme

nt

PRT Component Ways Technology Can Support

Gain attention Use of highly stimulating visual graphics images or animation

Target maintenance and acquisition tasks

Preprogram differentiated activities (ie IWB flipcharts leveled apps etc)

Share control Practice turn-taking with technology tools or offer the student choice in which activity or device used

Incorporate multiple cues Varied use of technology shows the same concept in multiple ways

Reinforcement attempts This may be an affordance more easily provided by the teacher

Offer contingent reinforcementA built-in feature of many applicationsOffer natural reinforcement

USING THE IPAD TO SUPPORT INSTRUCTION

FINDING amp EVALUATING APPS

Evaluating Apps App Selection Rubric (Mark Mautone 2012)

Autism Speaks Website now includes a research designation for apps (anecdotal research or evidence) wwwautismspeaksorgautism-apps

USING TECHNOLOGY TO SUPPORT EVIDENCE-BASED PRACTICES Why use evidence-based practices

1 There is research to support the benefits or outcomes

2 Components exist to measure fidelity

3 Shapes practitioners judgment into data-based decision making

Why use technology to support evidence-based practices Incorporates a potentially motivating item (ie iPad computer

interactive whiteboard) with a proven practice Technology tools may enhance or compliment the EBP (ie the app

with built-in natural reinforcement)

APPLIED BEHAVIORAL ANALYSIS (ABA)

Antecedent (what happens immediately before the behavior)

Behavior (the target behavior)

Consequence (what happens immediately following the

behavior)

A B C

CONTINUUM OF TREATMENT METHODS

More Structure Less Structure

Adult-Directed

Less Naturalistic

Less Functional

Child-Directed

More Naturalistic

More Functional

Traditional ABA

Contemporary ABA

TRADITIONAL ABA amp TECHNOLOGY Basic Tenets of Discrete

Trial Training (DTT) A method for teaching

desired behaviors skills or tasks

The skill being taught is broken down or sequenced into small ldquodiscrete trialsrdquo taught in a highly structured manner

A method which provides for repeated practice with a clear beginning and end

How Technology Can Support Built in reinforcement Reinforcement can be

programmed to be immediate

Built in data collection methods

Options to prescribe timing (ie offer wait time between trials time with reinforcement etc)

Visual format offers a clear beginning and end to the task

Sd R SrSd=

Discriminative Stimulus

Sr= Reinforcing

Stimulus

CONTEMPORARY ABA

Basic Tenets of Pivotal Response Training (PRT) Pivotal behaviors those which are central to wide areas of

functioning (initiation turn taking etc) If you target core behaviors behaviors that you did not target may

also improve When teaching children especially through play-based interactions

we need a specified structureformat that guides behaviors we target how to target them and why

A B CA =

Opportunity to

respond

B = Childrsquos

response

C = Natural reinforceme

nt

PRT Component Ways Technology Can Support

Gain attention Use of highly stimulating visual graphics images or animation

Target maintenance and acquisition tasks

Preprogram differentiated activities (ie IWB flipcharts leveled apps etc)

Share control Practice turn-taking with technology tools or offer the student choice in which activity or device used

Incorporate multiple cues Varied use of technology shows the same concept in multiple ways

Reinforcement attempts This may be an affordance more easily provided by the teacher

Offer contingent reinforcementA built-in feature of many applicationsOffer natural reinforcement

USING THE IPAD TO SUPPORT INSTRUCTION

FINDING amp EVALUATING APPS

Evaluating Apps App Selection Rubric (Mark Mautone 2012)

Autism Speaks Website now includes a research designation for apps (anecdotal research or evidence) wwwautismspeaksorgautism-apps

APPLIED BEHAVIORAL ANALYSIS (ABA)

Antecedent (what happens immediately before the behavior)

Behavior (the target behavior)

Consequence (what happens immediately following the

behavior)

A B C

CONTINUUM OF TREATMENT METHODS

More Structure Less Structure

Adult-Directed

Less Naturalistic

Less Functional

Child-Directed

More Naturalistic

More Functional

Traditional ABA

Contemporary ABA

TRADITIONAL ABA amp TECHNOLOGY Basic Tenets of Discrete

Trial Training (DTT) A method for teaching

desired behaviors skills or tasks

The skill being taught is broken down or sequenced into small ldquodiscrete trialsrdquo taught in a highly structured manner

A method which provides for repeated practice with a clear beginning and end

How Technology Can Support Built in reinforcement Reinforcement can be

programmed to be immediate

Built in data collection methods

Options to prescribe timing (ie offer wait time between trials time with reinforcement etc)

Visual format offers a clear beginning and end to the task

Sd R SrSd=

Discriminative Stimulus

Sr= Reinforcing

Stimulus

CONTEMPORARY ABA

Basic Tenets of Pivotal Response Training (PRT) Pivotal behaviors those which are central to wide areas of

functioning (initiation turn taking etc) If you target core behaviors behaviors that you did not target may

also improve When teaching children especially through play-based interactions

we need a specified structureformat that guides behaviors we target how to target them and why

A B CA =

Opportunity to

respond

B = Childrsquos

response

C = Natural reinforceme

nt

PRT Component Ways Technology Can Support

Gain attention Use of highly stimulating visual graphics images or animation

Target maintenance and acquisition tasks

Preprogram differentiated activities (ie IWB flipcharts leveled apps etc)

Share control Practice turn-taking with technology tools or offer the student choice in which activity or device used

Incorporate multiple cues Varied use of technology shows the same concept in multiple ways

Reinforcement attempts This may be an affordance more easily provided by the teacher

Offer contingent reinforcementA built-in feature of many applicationsOffer natural reinforcement

USING THE IPAD TO SUPPORT INSTRUCTION

FINDING amp EVALUATING APPS

Evaluating Apps App Selection Rubric (Mark Mautone 2012)

Autism Speaks Website now includes a research designation for apps (anecdotal research or evidence) wwwautismspeaksorgautism-apps

CONTINUUM OF TREATMENT METHODS

More Structure Less Structure

Adult-Directed

Less Naturalistic

Less Functional

Child-Directed

More Naturalistic

More Functional

Traditional ABA

Contemporary ABA

TRADITIONAL ABA amp TECHNOLOGY Basic Tenets of Discrete

Trial Training (DTT) A method for teaching

desired behaviors skills or tasks

The skill being taught is broken down or sequenced into small ldquodiscrete trialsrdquo taught in a highly structured manner

A method which provides for repeated practice with a clear beginning and end

How Technology Can Support Built in reinforcement Reinforcement can be

programmed to be immediate

Built in data collection methods

Options to prescribe timing (ie offer wait time between trials time with reinforcement etc)

Visual format offers a clear beginning and end to the task

Sd R SrSd=

Discriminative Stimulus

Sr= Reinforcing

Stimulus

CONTEMPORARY ABA

Basic Tenets of Pivotal Response Training (PRT) Pivotal behaviors those which are central to wide areas of

functioning (initiation turn taking etc) If you target core behaviors behaviors that you did not target may

also improve When teaching children especially through play-based interactions

we need a specified structureformat that guides behaviors we target how to target them and why

A B CA =

Opportunity to

respond

B = Childrsquos

response

C = Natural reinforceme

nt

PRT Component Ways Technology Can Support

Gain attention Use of highly stimulating visual graphics images or animation

Target maintenance and acquisition tasks

Preprogram differentiated activities (ie IWB flipcharts leveled apps etc)

Share control Practice turn-taking with technology tools or offer the student choice in which activity or device used

Incorporate multiple cues Varied use of technology shows the same concept in multiple ways

Reinforcement attempts This may be an affordance more easily provided by the teacher

Offer contingent reinforcementA built-in feature of many applicationsOffer natural reinforcement

USING THE IPAD TO SUPPORT INSTRUCTION

FINDING amp EVALUATING APPS

Evaluating Apps App Selection Rubric (Mark Mautone 2012)

Autism Speaks Website now includes a research designation for apps (anecdotal research or evidence) wwwautismspeaksorgautism-apps

TRADITIONAL ABA amp TECHNOLOGY Basic Tenets of Discrete

Trial Training (DTT) A method for teaching

desired behaviors skills or tasks

The skill being taught is broken down or sequenced into small ldquodiscrete trialsrdquo taught in a highly structured manner

A method which provides for repeated practice with a clear beginning and end

How Technology Can Support Built in reinforcement Reinforcement can be

programmed to be immediate

Built in data collection methods

Options to prescribe timing (ie offer wait time between trials time with reinforcement etc)

Visual format offers a clear beginning and end to the task

Sd R SrSd=

Discriminative Stimulus

Sr= Reinforcing

Stimulus

CONTEMPORARY ABA

Basic Tenets of Pivotal Response Training (PRT) Pivotal behaviors those which are central to wide areas of

functioning (initiation turn taking etc) If you target core behaviors behaviors that you did not target may

also improve When teaching children especially through play-based interactions

we need a specified structureformat that guides behaviors we target how to target them and why

A B CA =

Opportunity to

respond

B = Childrsquos

response

C = Natural reinforceme

nt

PRT Component Ways Technology Can Support

Gain attention Use of highly stimulating visual graphics images or animation

Target maintenance and acquisition tasks

Preprogram differentiated activities (ie IWB flipcharts leveled apps etc)

Share control Practice turn-taking with technology tools or offer the student choice in which activity or device used

Incorporate multiple cues Varied use of technology shows the same concept in multiple ways

Reinforcement attempts This may be an affordance more easily provided by the teacher

Offer contingent reinforcementA built-in feature of many applicationsOffer natural reinforcement

USING THE IPAD TO SUPPORT INSTRUCTION

FINDING amp EVALUATING APPS

Evaluating Apps App Selection Rubric (Mark Mautone 2012)

Autism Speaks Website now includes a research designation for apps (anecdotal research or evidence) wwwautismspeaksorgautism-apps

CONTEMPORARY ABA

Basic Tenets of Pivotal Response Training (PRT) Pivotal behaviors those which are central to wide areas of

functioning (initiation turn taking etc) If you target core behaviors behaviors that you did not target may

also improve When teaching children especially through play-based interactions

we need a specified structureformat that guides behaviors we target how to target them and why

A B CA =

Opportunity to

respond

B = Childrsquos

response

C = Natural reinforceme

nt

PRT Component Ways Technology Can Support

Gain attention Use of highly stimulating visual graphics images or animation

Target maintenance and acquisition tasks

Preprogram differentiated activities (ie IWB flipcharts leveled apps etc)

Share control Practice turn-taking with technology tools or offer the student choice in which activity or device used

Incorporate multiple cues Varied use of technology shows the same concept in multiple ways

Reinforcement attempts This may be an affordance more easily provided by the teacher

Offer contingent reinforcementA built-in feature of many applicationsOffer natural reinforcement

USING THE IPAD TO SUPPORT INSTRUCTION

FINDING amp EVALUATING APPS

Evaluating Apps App Selection Rubric (Mark Mautone 2012)

Autism Speaks Website now includes a research designation for apps (anecdotal research or evidence) wwwautismspeaksorgautism-apps

PRT Component Ways Technology Can Support

Gain attention Use of highly stimulating visual graphics images or animation

Target maintenance and acquisition tasks

Preprogram differentiated activities (ie IWB flipcharts leveled apps etc)

Share control Practice turn-taking with technology tools or offer the student choice in which activity or device used

Incorporate multiple cues Varied use of technology shows the same concept in multiple ways

Reinforcement attempts This may be an affordance more easily provided by the teacher

Offer contingent reinforcementA built-in feature of many applicationsOffer natural reinforcement

USING THE IPAD TO SUPPORT INSTRUCTION

FINDING amp EVALUATING APPS

Evaluating Apps App Selection Rubric (Mark Mautone 2012)

Autism Speaks Website now includes a research designation for apps (anecdotal research or evidence) wwwautismspeaksorgautism-apps

USING THE IPAD TO SUPPORT INSTRUCTION

FINDING amp EVALUATING APPS

Evaluating Apps App Selection Rubric (Mark Mautone 2012)

Autism Speaks Website now includes a research designation for apps (anecdotal research or evidence) wwwautismspeaksorgautism-apps

FINDING amp EVALUATING APPS

Evaluating Apps App Selection Rubric (Mark Mautone 2012)

Autism Speaks Website now includes a research designation for apps (anecdotal research or evidence) wwwautismspeaksorgautism-apps

WHAT TO LOOK FOR IN AN APP

The ability to customize the schedule of reinforcement

The ability to customize other relevant features of the app Number in array Degree of complexity in visuals Option to incorporate visuals that are meaningful to the student

Age-appropriate visuals and displays

Filing sharing capabilities (important in 11 technology device environments)

WEBSITES OFFERING EDUCATION APP REVIEWS amp SHARING SITES Apps for Children with Special Needs (Video demonstrations and detailed

information) httpa4swcncom Bridging Apps (Screenshots list of attributes and additional reviews of

apps designed for students with disabilities) httpbridgingappsorg Autism Apps (available in iTunes Store)

Lists available apps by category

Extensive reviews available for selected apps

Remember there is no research designation or specific criteria for inclusion on this list

Apps Wiki (httpapps4stageswikispacescom) Research-based approach to recommendation of educational apps based on studentsrsquo

skill level Multiple technology integration resources available on this site

Technology in (SPL) Education (httptechinspecialedcom) Offers a list of apps for students with disabilities categorized by IEP goals and skills

WEBSITES OFFERING EDUCATION APP REVIEWS amp SHARING SITES Apps for Children with Special Needs (Video demonstrations and detailed

information) httpa4swcncom Bridging Apps (Screenshots list of attributes and additional reviews of

apps designed for students with disabilities) httpbridgingappsorg Autism Apps (available in iTunes Store)

Lists available apps by category

Extensive reviews available for selected apps

Remember there is no research designation or specific criteria for inclusion on this list

Apps Wiki (httpapps4stageswikispacescom) Research-based approach to recommendation of educational apps based on studentsrsquo

skill level Multiple technology integration resources available on this site

Technology in (SPL) Education (httptechinspecialedcom) Offers a list of apps for students with disabilities categorized by IEP goals and skills

INCORPORATING TECHNOLOGY INTO THE PLANNING PROCESS Student-Centered Planning Guide

Available on session Google Site

Additional resources and a full list of references which appear in this presentation is available at the conference session site

httpmatn2014parrishweeblycom