Proceedings of the Fourth Annual Teachers College Educational ...

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iPad for Autism: How can the iPad serve as a teaching tool for students on the Autism Spectrum? Sheena S. Mozaffar, Teachers College, Columbia University, 105, Christopher Street Apt. 2A, New York, NY 10014, Email: ssm2173@tc.columbia.edu Abstract: The purpose of this research was to explore the use of iPad technology in a 1 st grade self-contained classroom with students suspected to be on the Autism Spectrum. According to a 2012 estimate the Center for Disease Control and Prevention, 1 out of every 88 children in the US is diagnosed with an Autism Spectrum Disorder and the rate has increased by 23% since 2009. Hence, there will be a rise in the number of students on the spectrum within tomorrow’s classrooms. It is necessary to identify how technology can support the teacher of tomorrow to accomplish learning objectives. This research was aimed towards identifying the impact of touch-screen technology, like the iPad, on students displaying autistic tendencies. The process began with isolating a focus group of four students on the spectrum. I videotaped classroom observations on individual student interactions with the iPad to observe engagement, manipulation and functionality with the hardware and software. Then I recorded student interactions, in groups of 2 and 4, sharing the iPad to examine social interaction and communication. This was followed by conducting a Math activity using concrete materials and replicating the activity with an iPad App to study the difference in engagement, interaction and instruction. Students were introduced to a new App to analyze change in level of engagement compared to working with Apps they knew well from experience. The research also draws upon interviews I conducted with teachers, speech and occupational therapists, and assistive technology specialists to expand upon the iPad’s capability as both a teaching tool and assistive device. As a result of this research I learnt that the iPad cannot be utilized with every child on the Autism Spectrum. Teachers have to adapt their lesson and use of the iPad, through physical device manipulation or App usage, to support student needs in terms of comfort with abstract learning and unstructured/structured activity engagement. iPad usage with students must be supervised to ensure educational exposure and device safety. The iPad can be used as an incentive, for self-reinforcement of subject matter, student assessment and lesson differentiation by using specific Apps. The iPad was able to aid students on the spectrum to self-regulate, perform turn-taking, peer mentoring and communicate physically as well as verbally with each other. The iPad’s accessibility features, mobility and media integration made it easier for the teacher and students to access multiple forms of media to support lessons. References Autism Speaks Inc., (2012). What is Autism? What is Autism Spectrum Disorder? Retrieved from: http://www.autismspeaks.org/what-autism Barnes, E. B., O’Flynn, J., Saile, L., (2008). Families, Infants and Young Children at Risk: Pathways to Best Practice. Baltimore, MD: Paul H Brookes Pub Co. Brandon, J., (2011, Mar 9). Is the iPad a ‘Miracle Device’ for Autism? Retrieved from: http://www.foxnews.com/scitech/2011/03/09/can-apple-ipad-cure-autism/ Center for Disease Control and Prevention, (2012). New Data on Autism Spectrum Disorders. Retrieved from: http://www.cdc.gov/Features/CountingAutism/ CBC News, (2011, Oct 25). iPad helps Toronto special needs kids learn. Retrieved from: http://www.cbc.ca/news/health/story/2011/10/25/ipad-autism.html Dana, N. F., Yendel-Hoppey, D., (2009). The Reflective Educator’s Guide to Classroom Research: Learning to Teach and Teaching to Learn through Practitioner Inquiry. Thousand Oaks, CA: Corwin Press Darragh, J., (2007). Universal Design for Early Childhood Education: Ensuring Access and Equity for All. Early Childhood Education Journal, 35(2), 167-171 49
Duncan, H., Tan, J. (2012). A Visual Task Manager Application for Individuals with Autism. The Journal of Computing Sciences in Colleges, 27(6), 49-57 Gasparini, A. A., Culen, L. A., (2012). Proceedings from ACHI ’12: The Fifth International Conference on Advances in Computer-Human Interactions. Valencia, Spain: IARIA Hager, H. B., (2010, Oct 29). iPad Opens World to a Disabled Boy. The NY Times. Retrieved from: http://www.nytimes.com/2010/10/31/nyregion/31owen.html?_r=1 Isaacson, W., (2011). Steve Jobs. New York, NY: Simon & Schuster Joshi, P., (2011, Nov 29). Finding Good Apps for Children with Autism. The NY Times. Retrieved from: http://gadgetwise.blogs.nytimes.com/2011/11/29/finding-good-apps-for- children-with- autism/ O’Conell, T., Freed, G., Rotheburg, M., (2010). Using Apple Technology to Support Learning for Students with Sensory and Learning Disabilities. In Apple in Education: Teachers and Administrators. Retrieved from: http://images.apple.com/education/docs/L419373A- US_L419373A_AppleTechDisabilities.pdf Odom, L. S., (2009). Augmentative and Alternative Communication. In Odom, L. S., Horner, H. R., Snell, M. E. & Blacher, J. (Eds.), handbook of Developmental Disabilities (330-348). New York, NY: The Guilford Press Overtime Staff, (2011, Oct 21). Temple Grandin: Understanding autism. Podcast retrieved from http://www.cbsnews.com/8301-504803_162-20123944-10391709/temple-grandinunderstanding-autism/ Pierce, M (2011, May 12). 8 Top Apps for Autistic Learners. Retrieved from: http://thejournal.com/articles/2011/12/05/apps-for-autistic-learners.aspx Roxby, P., (2012, Jan 15). Are apps the key to revolutionizing autism learning? Retrieved from: http://www.bbc.co.uk/news/health-16534678 Sanchez, J., Roca de Togores, J. S., A. L., (2012). Proceedings from ACHI ’12: The Fifth International Conference on Advances in Computer-Human Interactions. Valencia, Spain: IARIA Shah, N., (2011). Applicable Teaching Tools. Education Week Teacher PD Sourcebook, 5 (1). Retrieved from: http://www.edweek.org/tsb/articles/2011/10/13/01tablets.h05.html Sooin, L., (2012). Project Injini: Developing Cognitive Training Games for Children with Special Needs. Games For Health Journal: Research, Development, and Clinical Applications, 1(1), 69-73 Sughrue, K., (2011, Oct 23). Apps for Autism: Communicating on the iPad. 60 minutes. Podcast retrieved from http://www.cbsnews.com/video/watch/?id=7385686n 50
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Proceedings of the Fourth Annual Te
Page 3 and 4: Table of Contents Math Strategies i
Page 5 and 6: Harnessing the Power of Emotionally
Page 7 and 8: Think Facts introduces four charact
Page 9 and 10: Guidelines for an Online Networking
Page 11 and 12: Mode S = Synchronous A=Asynchronous
Page 13 and 14: Investigating Potential Factors to
Page 15 and 16: Investigating the Effects of Choice
Page 17 and 18: Videogames in Institutional Practic
Page 19 and 20: Youth in the Digital Age: Digital M
Page 21 and 22: Augmenting The Arrival: Students’
Page 23 and 24: Connected to Word Problems: Improvi
Page 25 and 26: ased approach. Future research may
Page 27 and 28: MOOCs, Open Education, and Implicat
Page 29 and 30: Promoting Healthy Eating Habits Thr
Page 31 and 32: Figure 2: Monster Appetite in actio
Page 33 and 34: This year, the first participant gr
Page 35 and 36: Figure 2: The Aesthetigraph represe
Page 37 and 38: Digital Modeling Artifacts as Geome
Page 39 and 40: Using Weblogs to Increase Language
Page 41 and 42: Total 3 Advanced Performance Level
Page 43 and 44: “Media Literacy in Action: Using
Page 45 and 46: Learning Science Systems with Graph
Page 47 and 48: Liu, L., & Hmelo-Silver, C. E. (200
Page 49 and 50: Applying Physics to the Real World:
Page 51 and 52: Credibility of Culturally Situated
Page 53: notion that similarity with the use
Page 57 and 58: Online Learning Environments in Hig
Page 59 and 60: Exploration of concepts to facilita
Page 61 and 62: Exploring the Intersection of Forma
Page 63 and 64: Barab, S. & Squire, K. (2004). Desi
Page 65 and 66: information and the world according
Page 67 and 68: #phdchat: a community of practice o
Page 69 and 70: A Difficult Balance: Regulating Cyb
Page 71 and 72: References Bethel School District v
Page 73 and 74: that children’s photographs were
Page 75 and 76: A variety of data sources were coll
Page 77 and 78: control and mastery increased in vi
Page 79 and 80: Design of computer assisted tools f
Page 81 and 82: Figure 2: Interactive functions of
Page 83 and 84: User Experiences with Avatar Custom
Page 85 and 86: Design Patterns for Promoting Self-
Page 87 and 88: Cooperative Inquiry in Designing Te
Page 89 and 90: Implications Our work with CI exten
Page 91 and 92: References Allen, E., & Seaman, J.
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