EXPLORING IPAD APPS FOR SPEECH AND LANGUAGE

21st Century Learner Conference

GREEN HILLS AREA EDUCATION PRESENTERS

Carol Cherne , SLP

Dakila Marcelino, SLP Intern

Patricia Schliesman, CCC/SLP

FOCUS OF THIS PRESENTATION

Apps meet ASHA’s expectations as approved

evidence based practice criteria

How apps are beneficial for improving

communication skills

Learn about new apps

Peer sharing favorite apps

HOW DO I JUSTIFY THE USE OF THE APP?

Justification: IDEAIDEA 2004 Special Education and

Related Services

Peer-reviewed research: “extent

practicable”

Use effective methods supported by

research

WHAT IS EBP

Current Best

Evidence

Patient Values

Clinical Expertise

JUSTIFICATION/SELECTION OF EBP APPS

IF you can explain where you are

coming from i.e.,

perspective/theory/beliefs, THEN it

assists you with justification and

selection

TEACHING 21ST CENTURY SKILLS

Critical Thinking Oral and Written communication Problem solving Collaboration Accessing information Information and media literacy

skills

•

THEORETICALLY WHY IT MAKES SENSE: VYGOTSKY (1896 –1934)

Learning & development are a social and collaborative activity

Learning should take place in meaningful cultural contexts

Student (child) must construct her own understanding in her own mind while teacher acts as a facilitator

Good apps are challenging but not overwhelming & allow the child to succeed while learning something new; hence operate in the zone of proximal development

THEORETICALLY -

Why Using Interactive iPads apps Makes Sense: Piaget (1896 –1980

Jean Piaget Swiss psychologist and researcher wrote about Stage Theory & Cognitive Processes

Stage Theory: description of a set of discreet stages through which children progress over time

Cognitive Processes: Piaget’s explanation of a set of processes that help child move from one stage to the next

ASHA 2011 L. Luna DeCurtis & Dawn Ferrer, Morning2Moon

PIAGET’S DEVELOPMENTAL STAGES

Stage Age Description iPad/app skills

Sensorimotor Birth –2.5 Learning takes place through the direct manipulation of objects using all senses

Cause & effect;repetition & imitation;multisensory

Preoperational 2.5 -7 Period of representational & prelogical thought

Language acquisition; object permanence;representational play emerges

PIAGET’S DEVELOPMENTAL STAGES(CONTINUED)

Stage Age Description iPad

Concrete-Operational

7-12 Period of focused logical thought, more mature understanding of the world &objects in the environment; learns things can & do change

Understanding time, space, & number; scientific exploration emerges; perspective taking

Formal-Operational

12-17 Unlimited logical thought; abstract logical emerges

Understanding complex concepts; can use abstract symbols to learn

BLOOM’S TAXONOMY: 6 LEVELS WITHIN THE COGNITIVE DOMAIN

Evaluation

Synthesis

Analysis

Application

Understanding

Knowledge (facts)

BLOOM’S TAXONOMY: APP TASKS WITHIN 6 LEVELS WITHIN THE COGNITIVE DOMAIN

Knowledge tasks (lowest level)

Comprehension tasks

Application Tasks

Analysis Tasks

Synthesis Tasks

Evaluation Tasks (highest)

Task:NameListMatchOrderDefineRepeatReviewMemorizerecall

Task:DescribeSortClassifyReportIdentifyReview Translate

Task:DemonstrateIllustrateSolveEmployUse

Task:CategorizeAppraiseCalculateCompareContrastDistinguishExamineQuestionTest

Task:CompareFormulateManageOrganizePlanPrepareProposeSet up

Task:AssessDefendEstimateJudgePredictSupportValueTest

BENEFITS OF USING IPADS WITH STUDENTS

Why it makes sense Reinforcement: the use of apps allows you immediate

access to materials to expand and reinforce what the child is learning and is interested in at the time

Novelty: same concept can be presented in different ways to hold the child’s interest while reinforcing concepts

Imitation: Children see their parents/caregivers using phones, computers, & tablets and naturally want to imitate these actions

Multi-sensory: combines visual, tactile and auditory stimuli

CONSIDER THE FOLLOWING PERSPECTIVES

Co-Viewing ? Joint APP Engagement (JAE) ?

1. Is there a common focal point? 2. Does the app have the potential for the

participant(s) to engage in shared attention between the medium and other participants?

3. Can the content delivery system engage interaction among participants?

4. Is it a single user APP or can at least 2 people participate?

5. Students are active learners

GUIDING POINTS FOR CHOOSING APPS

Addresses goals Appropriate amount of stimulation Allows for interaction Ease of use Simple to understand (for the therapist and

child) Stimulates additional learning Teaches relevant concepts Fun and entertaining

ADVANTAGES OF USING APPS

Therapy and Intervention Materials Social and Professional Communication Productivity Motivation IEPs Data Collection Voice Recordings

RATING YOUR APPS

•Educational

•Motivational

•Productivity

Category•Either

your own, or from iTunes

Description

•Price for the full version. Is there a lite (free) version available?

Price

MORE TO CONSIDER

•In what ways, if any, are you able to customize the app?

Customization

•All Ages

•Specific age range

•Specific disabilities

Target Population

•Articulation, Fluency, Receptive/Expressive Language, Pragmatics, AAC, Voice,

Disorders Treated?

JUSTIFY-EBP, CONNECTED TO THE CORE CURRICULUM, SUPPORT GENERALIZATION OF A SKILL

Can specific IEP Goals addressed Can you tie it to the curriculum? Is there a pragmatic component to

address (i.e., turn taking, initiation, providing feedback to other students)?

Can the activity be extended to classroom or home?

TABLET TECHNOLOGY SUCCESSES

2 case studies with the ASD population

SPEECH GENERATING APPS

Help with requests Can develop into multi-step

sequences

WADDINGTON (2014) STUDY

3 boys with ASD Proloquo2Go used to make general,

then specific requests, and a “thank you”

STUDY CONT.

Over 42 sessions, all 3 made significant gains

Maintenance and generalization

MURDOCK (2013) STUDY

4 preschoolers with ASD Ipad used to demonstrate a play script

STUDY CONT.

3 of the 4 boys made significant gains in occurrences of play dialogue

Generalization and maintenance

SUCCESSFUL INTERVENTIONS- AN SLP’S OBSERVATION

REFERENCES

Decurtis, L., Ferrer, D., Embracing ipad technology with toddlers using traditional therapy techniques. AHSA 2011.Epps,K. Wingard, T., Ekedal, M., Blosser,J., The ipand:revolutionizing speech-language therapy. Murdock, L. C., Ganz, J., & Crittendon, J. (2013). Use of an iPad play story to increase play dialogue of preschoolers with autism spectrum disorders. Journal Of Autism And Developmental Disorders, 43(9), 2174-2189. doi:10.1007/s10803-013-1770-6Munoz, M., Hoffman, L., Brino, D. Be smarter than you phone: a framework for using apps in clinical practice. Contemporary Issues in Communication Science and Disorders • Volume 40 • 138– 150 • Fall 2013Sauermilch,W., Designing 21st century therapy programs that integrate evidence based practices, apps,and multimedia sources., ASHA 2013.

Schaber,T., Wakefield, L. App camp:ebp strategies for selecting and justifying therapy apps., ASHA Convention,2012.

Waddington, H., Sigafoos, J., Lancioni, G. E., O’Reilly, M. F., van der Meer, L., Carnett, A., & ... Marschik, P. B. (2014). Three children with autism spectrum disorder learn to perform a three-step communication sequence using an iPad-based speech-generating device. International Journal Of Developmental Neuroscience, 3959-67. doi:10.1016/j.ijdevneu.2014.05.001