Last Class

Our last class involved the final project for our course: presentations of our case studies. These case studies allowed us to explore exceptionalities with students and determine what we would consider the appropriate Assistive and Augmentative technology match that could benefit such a student.

The following is a brief summary of the presentations:

1. Michelle:  Logan Grade 3 – fine motor skill difficulties, social skills underdeveloped. Doesn’t like writing with a pencil; the OT gave him a thicker grip for his pencil which he didn’t like.  AT Match – iPad Pocket Pond, Pic Collage apps. He had success with the apps used as the apps encouraged Logan to engage in learning and also helped calm him down when frustrated.

 2. Adele:  “J” Grade 5.  Behaviour an issue, oppositional and moody.  Visual and tactile learner.  Use of computer was a discipline issue. Not a risk taker. Time on computer is spent playing flash games for less disruption for the class.  In learning center most of the time.  Assigned a worker for a youth advocate program. Behavior psychologist assigned an iPad and explore apps that interest him such as sport apps. After this then used iPad for education purposes. Spatial, non- textual apps.  Rush hour, Busy Harbour, Unblock Me for example. Following these, pic collage, book creator, puzzles, camera and video and photo booth. Then new educational apps were introduced: Google earth & frog dissection. Working out well for “J”. Increase in compliance and started to foster a positive attitude.

3. Kari: Justin – Grade 3. Born premature and complications – failure to thrive. Referred for testing in grade 1. On IPP in school. Was in outpatient behaviour at IWK. Many issues but wants to be part of the group. Medication to control behavior and anxiety but he has problems at home and on the playground with aggressive acts. Used own tablet computer to explore apps with him. Writing his name on tablet with finger - Sight words apps, traces word. After placing these apps on the tablet, he loved using it.

 4. Heather:  Ben – Grade 5. Mi’kmaq decent lives on a reserve. Low frustration and cries easily. Emotionally immature.  Psych-Ed assessment indicates a severe learning disability. He has had a lot of interventions. Moving to middle school next year. Change from mediation to compensation using the iPad. Used text to speech and made notes into pages app. Dragon dictation and Typ-o used also. His ‘person I admire’ assignment turned out great using the iPad apps. Has an iPod for his next school year in Middle school.

5. Amy: nephew ‘T’   - Entering primary next year. Comes from a small town with extended family and great support.  Mom a grade 3 teacher. Making the match was the use of the iPod to continue to motivate as he was used to using paper and pencil.  AT match - three apps, ABC, Sorting Sounds and Tracing. He liked the apps and Mom asked for suggestions for apps to continue using the iPod as he was very motivated.

6. Shauna: “C” – grade 7, 13 years old.  Pleasant, quiet in class, disorganized and unorganized. Diagnosed learning disabled. Dyslexia possibly. Three grade levels behind when diagnosed Psych- Ed. Kurzweil, smart boards.  Processing speed for writing slow so used Dragon dictation with student.  Written content was put into Word so it was edited.  She was shy to use in front of others.  Result is she needs to be encouraged to use AT to reach learning outcomes.

7. Jeff: ‘R’ grade 12 student. Disengaged, lack of motivation.  ADD – medicated.   Difficulty with written output and completion of assignments.  Junior high school marks Cs and Ds. Since primary grade, not meeting learning outcomes. Very competent with tech. Has iPod and iPad.  AT match used Inspiration app on iPad. Made a web organizer to research nuclear weapons with this app. Result - the student loved the Inspiration app. Great success.

8. Rebecca: grade 2, eight year old boy. ASD student.  Repetition is key for learning, many issues with access to learning. Friendly, funny and happy personality.  Goal to help students reach IPP program outcomes. AT match:  ABC pocket phonics, word bingo, book creator. Tell me about app for receptive language. Result - He really liked using the apps and he was excited. The apps were a great motivator and he had increases in meeting his learning outcomes.

My case study – Will, 17 year old diagnosed ASD student. Non-verbal. Moved from Alberta this past school year.  Communication between himself and others occurs through the use of: PECS – Picture Exchange Communication system, PCS – Picture Communication Symbols (Mayor –Johnson), Boardmaker on computer (for behavior supports, scheduling, writing with symbols, behavior visuals, social stories & requests).   He also has his book/binder of symbols with symbol boards on wall in his bedroom room and fridge.  Also uses Sign language and basic/ gestures.  DynaVox communication device was used in his Alberta school but he did not like it. After move to Halifax his behavior deteriorated as he had difficulty with the change in place and routine as well as not having his Dad living with him due to job considerations. As a result, he needed medication for an increased number of meltdowns. AT match: use of iPad and apps such as Book Creator for mother to create social stories for him and apps for communication, relaxation and enjoyment – Pocket Pond, Jigsaw Puzzles, Disney books such as Jungle Book, and Apps that increase word identification,  vocabulary and are text to speech. Examples: ABA problem solving – “What Rhymes”, ABA Receptive Identification by Class, Animal Flash Cards, Sight Words, Word Bingo, Food Flash Cards, ABA Problem solving – “Which Go Together”.

9. Alana: Rex eight years old in Grade 3-4 split.  ADD diagnosed on medication. Very active and does not sit down for a long period of time. Low tech AT: a visual picture schedule, sit and fit cushion and fidget toys. His portable laptop is key for him – uses Cowriter, Open Office, Comic Life (for note taking) Kidspiration. Motivational sites: into the book, Tumblereadables. Result - increased motivation and output to accomplish learning outcomes.

10. Jen: student ‘J’ – grade 8. SLD - referral in grade 6, Psych– Ed assessment, hearing & speech difficulties. Executive functioning areas need attention. Not on an IPP in Jr. High.  He really relates to sports activities. Difficult to initiate work on any assignment.  iPad recommended for AT.   Apps being used – Evernote, My Homework, Egretlist, iHomework. Computer sites being used as well with useful “apps”: Google Calendar used first but found to be not so great – complicated.  Soshiku Calender was better as it was easier to use. TrackClass. However, it was found that, overall, he didn’t like the technology.

11.  Jackie: used 3 students from the learning center. AT match:  TinyEYE, Tumblereadables, smart board with pointer used in room. One grade 7 functions at a 4 to 4 ½ year old level. The SLP set up TinyEYE – an online remote SLP session therapy, http://www.tinyeye.com. Tumble books were used for older students. Results with AT helped students achieve leaning outcomes and increased motivation.

12: Amy: Justin, grade 7. Diagnosed with CP. He has an IPP Math & LA. Shy to ask for help. AT match – computer and raz kids.com (PM Benchmark level) and Smart board usage encouraged in classroom.

13. Janna:  16 year old, grade 10 student in private school. She is a tutor to this student. Student has extreme anxiety. Anxiety level relatively OK at home or school but won’t go anywhere else alone as she has a fear of getting lost. Diagnosed ADHD &LD.  Repeated grade primary. Attended learning disability school for grades 2 to 6.  Stays at present school to be near sister. Assessed for effort and not so much for actual work submitted. She already owns technology - her own laptop computer, iPod & iPad.  AT match – iPad & apps. Tools4students and gFlash+flashcards. Also, Google Maps on iPhone to lesson her anxiety about getting lost. She is using her laptop to write exams which increased the quality of her written work. Result – she should continue to use AT to assist with her learning outcomes.

14. Jill: Ashley – grade 1 girl diagnosed with global developmental delay. She attends a small school. She has an IPP, receives SLP therapy and resource 3x week and is an easy going child. AT match – iPad. The apps: Toca Boca – for expressive language – series of apps within each app. Book creator – for writing prompts conventions of language. Result - skill development, independent use of AT and attention to task increased.