Another way that apps for tablets can be exploited to support learning is scaffolding. It might include simplifying the task, at first, providing verbal and visual prompts, and modeling to facilitate success and learning. More support is required when a task or behavior is new, and the level of support is gradually reduced as gains in behavior are observed and competence develops. Scaffolding has been shown to be effective in facilitating learning across a wide range of content domains and age and ability ranges Wood and Wood, Effective scaffolding might further benefit learning because it could reduce errors made on task, resulting in faster, and more robust learning Warmington et al.
Adaptive scaffolds can be embedded into apps to structure and support an individual's learning, just as caregivers and teachers make adjustments during interactions to enable success. Where technology may have one advantage over child-human instructor interactions, is in the ability to program them so that multimodal prompts and supports are readily available to suit the learner's current level.
To reflect on our word learning paradigm, an app can be programmed to reinforce and consolidate learning by presenting stimuli in different colors, orientations, etc. Further, we can envisage the development of apps that seamlessly move from the highly personalized photographs of objects in an individual's environment, to other photographs, colored pictures, through to black and white line drawings to promote generalization in tune with the learner's performance.
Boyd et al. Helpfully, the website for Autism Speaks, one of the world's leading ASD science and advocacy organizations, lists hundreds of autism-focused software apps and it is possible to filter on the basis of empirical support Autism Speaks, 2. Secondly, it is often favorable to select apps that enable the creation and integration of customized visual supports using the tablet's camera Sennott and Bowker, Personalized stimuli of this nature improve the specificity of children's communication, expand opportunities for interaction, and enable caregivers to utilize content that is most likely to facilitate children's symbolic understanding Hartley and Allen, a , b ; Allen M.
Thirdly, caregivers should reflect on the motor skills required to effectively engage with a given app. Many children with ASD experience deficits in fine motor skills, and parents should select apps with these difficulties in mind McNaughton and Light, Fourthly, it is important to consider the time and resources that are necessary in order to teach children with ASD how to operate and communicate using a given app.
Finally, apps should be evaluated on their affordability. Although iPads and their applications are relatively low-cost in general , they often lack the technical support associated with more conventional AAC devices McNaughton and Light, Furthermore, those apps that are supported by empirical research are often expensive e.
Consequently, some parents may quite understandably be tempted by cheaper alternatives that lack empirically-validated efficacy or fail to provide the full range of functionality required by their children.
Research investigating learning with apps from iPads and electronic media by individuals with ASD is quickly developing as the use of such devices becomes widespread.
In terms of strictly promoting spontaneous communication, there does not seem to be an advantage for electronic platforms relative to more traditional picture books. Incorporating the presentation of multiple examples into clinical and educational practices regardless of medium e. This review does suggest that digital technology provides one important advantage relative to traditional methods in that it can be easily adapted to accommodate different learning styles and the individual's current knowledge than face-to-face learning: the number of repetitions of material to be learned, the quantity and type of scaffold to aid learning, and the level of difficulty, can all be adjusted automatically based on the learner's response Akbulut and Cardak, Finally, we see an advantage for app-based learning by extending the learning environment.
Children do not just learn at school; they learn at home. One advantage of educational apps is that they can provide a seamless transition from school to home, promoting greater learning. This can be critically important for language interventions for children with ASD, where repeated exposure is required.
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The reviewer ES and handling Editor declared their shared affiliation, and the handling Editor states that the process nevertheless met the standards of a fair and objective review.
Melissa L. Allen has been working in the field of autism for over 15 years. Her research investigates symbolic understanding of pictures and words and language acquisition in children with Autism Spectrum Disorder ASD. Her interests combine theoretical accounts of early symbolic impairment with an applied focus.
National Center for Biotechnology Information , U. Journal List Front Psychol v. Front Psychol. Published online Aug Author information Article notes Copyright and License information Disclaimer. Received May 11; Accepted Aug The use, distribution or reproduction in other forums is permitted, provided the original author s or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice.
No use, distribution or reproduction is permitted which does not comply with these terms. This article has been cited by other articles in PMC.
Keywords: Autism Spectrum Disorder, iPad, technology, learning, communication. Symbolic understanding of pictures Prior to addressing learning via electronic media, it is important to ascertain the extent to which children with ASD understand the symbolic role of pictures, and how they might learn from them.
Perceptual cues: shape and color Other research shows that when children with ASD generalize names from pictures, they often do so based on atypical cues. Our study We thus investigated whether picture-based learning, in particular extension of words learned via pictures to real objects, in children with ASD is impacted by the use of an iPad Allen M. Do apps benefit communication and learning for children with ASD?
Future research and the potential of language and communication apps for ASD: attitudes to iPad and tablet interventions An important advantage of iPad-based interventions is that they are often preferred over more traditional AACs by children with ASD Lorah et al. Future research and the potential of language and communication apps for ASD: a consideration of their design features The iPad advantage found for engagement and time on task may arise because of the game-like interface of many apps, which successfully promotes these processes, as noted above.
Conclusion Research investigating learning with apps from iPads and electronic media by individuals with ASD is quickly developing as the use of such devices becomes widespread. Conflict of interest statement The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Biography Melissa L. References Achmadi D. Adaptive educational hypermedia accommodating learning styles: a content analysis of publications from to Caregivers' perception of the iPad's utility for Augmentative and Alternative Communication AAC : a conflict between illusion and reality. World J. Do iPads promote symbolic understanding and word learning in children with autism? I have worked with non-government and government agencies that have supported children and adults with a disability for more than 10 years and it is exciting to see the potential of the iPad.
But, the potential of the iPad is not achieved by the iPad alone, nor by simply placing it in the hands of a child with autism. The potential of the device is realized by the way professionals like speech pathologists, educators, occupational therapists and early childhood development professionals apply their skills and knowledge to use the iPad to effectively support the development of children.
The potential is realized by engaged parents working with those professionals to explore how the device best meets the individual needs of their child. You see, it is called Autism Spectrum Disorder ASD because the impact it has on a child's development spans the breadth of development.
No two children can be supported in exactly the same way. Parents and professionals understand this, and because they do they also understand that for some children with autism it might not be the right time to introduce an iPad. The miracle there, as it always has been, is the parents and professionals who work with children with autism.
Of professionals I have spoken to who are using touch technology in their work, their main concern for children with autism is that the device is used excessively for what they refer to as "stim" stimulation. Screen-based technology, for all of us, has the ability to stimulate a range of senses; for children with autism this is also the case and it can be heightened.
An iPad may engage a child with autism, and help calm them down, but that does not necessarily mean it is providing any developmental opportunity. Video Modelling is an observational learning tool in which desired behaviours are learned by watching a video demonstration and then imitating the behaviour of the model. It is easy to create engaging video modelling interventions with apps such as iMovie and Puppet Pals.
For some great information on video modelling and how to develop these strategies please see this Ganz et al. Blog: Video Modelling for visual learners for more information and links. Children with autism can exhibit a range of challenging, and to their families and others confusing, behaviours that limit their chances of success in the teaching and learning process.
Supporting students by recognising the communicative intent of their behaviour before intervening is esential.
Need to find more? Want to connect with others who are implementing iPads in their schools and exploring the use of the wide range of apps available? Using the time-honoured strategies of occasional conference attendance, as funds are available, or listserve participation or surfing the net is simply no longer enough.
However the collection of freely available resources and valuable time-sensitive advice for special education teachers and those supporting struggling students has grown exponentially on social media channels — supporting building of powerful Professional Learning Networks PLNs without geographic boundaries. A comprehensive overview of these online resources and networks, including Facebook Groups, Twitter hashtags, blogs and key influencers in the field around special education and learning is available via this link bit.
Charlene has worked as a speech pathologist, supporting people with complex communication needs and learning disabilities for the past 15 years. Charlene has developed strong skills in and a passion for, the area of AAC and assistive technologies.
She enjoys presenting workshops and providing consultancy services to support and educate parents, teachers and therapists in the use and application of inclusive technologies. Charlene has been a full time member of the Professional and Consultancy Services Team at Spectronics.
Your email address will not be published. Environmental Controls - Appliance Controls. Other Inclusive Learning Support Technologies. Autism Response Team. Our Mission.
Our Grantmaking. Research Programs. Deteccion De Autismo Deteccion Temprana. What Is Autism? Set Your Location. Tips for Using Assistive Technology Devices. Using Your Assistive Technology Device for Communication There are many wonderful apps which focus on developing language.
In the meantime here are some tips to get you started: What to look for in an app: For beginning language learners you want to have an app that has lots of pictures. Using Your Device for Daily Activities Your device can help individuals with daily activities and routines.
What to look for in an app: There are many different scheduling apps, as well as ones with visual supports. Keep in mind: Ask treatment providers to help you set up a routine and set up the apps! Using Your Device as a Reward Note: This should only be used by those who do not use their device for communication. What to look for in an app: Give special attention to games that are engaging for the user! Keep in mind: A behavioral therapist or teacher can help you pick an appropriate behavior and reward system.
0コメント