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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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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