autism and occupational therapy...autism and occupational therapy tara warwick, ms, otr/l four part...
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Autism and Occupational Therapy
Tara Warwick, MS, OTR/L
Four Part Series• Seminar 1: Introduction to Autism Spectrum Disorders:
Characteristics and Learning Styles
• Seminar 2: Interpreting Challenging Behavior in Individuals with Autism Spectrum Disorders
• Seminar 3: Effective Strategies for Decreasing Challenging Behavior in Individuals with Autism Spectrum Disorders
• Seminar 4: Implementing Visual Supports and Multi‐Media to Teach Individuals with Autism Spectrum Disorders
Course Objectives
• List and describe five apps for teaching individuals with autism
• Provide and describe three examples of visual supports used for teaching individuals with autism
• List three other multi‐media used for teaching individuals with autism spectrum disorders
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Assistive Technology Assessments
OCALI
• http://www.ocali.org/project/guidelines_for_assistive_technology_assessment
WATI – Assistive technology tools
• http://www.wati.org/
The power of Assistive Technology
Helpful Apps
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Go Talk for Ipad
LAMP words for Life
Proloquo2go App
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First/Then Visual Schedule App
My Daily Tasks
Time Timer
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Autism Tracker
Model Me Kids Going Places
Write My Name
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Ready to Print
Social Skill Builder
Peak a Boo Barn App
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Light Box App
See Me Potty
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www.DropBox.com
I pad 2 Modifications
• Physical Access
• Verbal Feedback
• Guided Access
Guided Access for I pad
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Video Modeling
Video Modeling
http://autismpdc.fpg.unc.edu/content/video‐modeling
Activities I have used video modeling
• Student who is anxious about going into a new situation
• Student who has developed a poor habit around a routine
• Student who has become dependent on verbal cues
• Student who enjoys watching video
• Student who does not like assistance for activities but still needs help with an activity
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Helpful Tools for Video Modeling
• Ipad or Iphone
• Flip Camera
• Editing software (not necessary)
Visual Supports
Most people are visual learners
VS
• Auditory messages are transitory‐they come and go very quickly
• Messages may be difficult to process and then remember
• You cannot reference an auditory message after it has been given
• Are non‐transient – they remain fixed until the learner/listener can accomplish his/her purpose with the information
• Remain until the individual has the ability to process and remember them
Auditory Messages Visual Messages
PEAK, 2013
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Visual Supports
• Environmental cues
• Calendar
• Schedules
• Timers
• Procedures/routines
• Social Stories
• Modifications on assignments
• Teacher/student “signals”
• Clarify expectations
• Prepare for transitions
• Provide motivation
• Decease need to process and provide verbal information
• Teach routines that can be used anywhere
What They Are What They Do
Visual tools give information
• What is going to happen
• When something is going to happen
• What are the choices
• What is changing
• Who is coming
• What are you suppose to do
FORMS of Visual Cues
• Objects
• Photographs
• Icon
• Written
• Combination of the above
• May look different for different activities
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Creating Visual Tools
• DO:
– use what the student understands quickly and easily
– create tools that are universally understood
– observe how the students respond to what you create
– teach what you create
– place visual tools in all settings
• DON’T
– Make tools that are to complicated or too difficult for students to understand
– create arbitrary rules about how visual tools must look
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Helpful Websites
www.google.com/imageswww.do2learn.comwww.setbc.org
www.sandbox‐learning.comwww.symbolworld.org
www.tinsnips.orgwww.trainland.tripod.comwww.supernanny.comwww.kidspiration.comwww.boardmaker.com
www.wordq.com
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Funding Resources
http://www.autismsupportnetwork.com/resources/autism‐grants‐united‐states
Using technology in the classroom http://www.nfar.org/en/programs‐a‐services/teachers‐grants/218‐tech‐classroom2011.html
Questions?