App Rubric to guide you in app selection

There are over 100,000 apps in the app store according to Apple. As an educator and AT Specialist I was struggling with the evaluating apps for the students that I support. How do you know if the app is right for the goal you are working on with your student? I searched and found no information on how to judge the app with the details I needed for the special needs population. Most of the 100,000 apps in the app store do not have the features that are needed for the some of the special needs population but in general they do not have the needs of the general population. We are a country/world of many languages however most apps do not support multiple languages at least in the American app store. 

The purpose of the rubric is to help guide your choices, it is not the end all. Just because an app score lower on the rubric doesn’t mean that it does not support a specific student needs. For example, an app that is used for behavior management such as the Autism 5-Point Scale EP is not going to get a high number on the rubric.The question you need to continually ask yourself is: Does this APP meet the students’ needs or specific goal you are working on? If the answer is YES then that is what matters. It also means that you can continue your search for an app with those features you like in that app but may offer you growth potential. This rubric was designed to address academic selection. I needed something that could offer a more objective way to view the apps. Most times when you read reviews it is subjective. I wanted something that was free of emotion or  or personal prejudices.

There are many wonderful app review sites out there that can lead you in the right direction. They give their point of view about the app but since they don't know your student the review cannot tell you if it will meet your students needs. It is important to evaluate the app yourself. If you don’t have the app check to see if your friends have the app so you can have hands on time. Contact your local lending center in your state to see if they have the app so you can borrow it, try it, and evaluate it. It isn’t enough to watch a video of the app you are thinking of purchasing, having someone else point out the highlights of the app. 

Please offer some feedback on the app rubric. If you would like to see something added or wording changed.

Here is the link to the Rubric that was developed. Please note that I am always adjusting the rubric so check back to see if it has changed.  


http://www.4shared.com/file/9M0-HR0N/iapp_evaluation_Rubric.html

Not always what it seems...

Today I was in a session with a student that is learning to use Intellipad (Name change coming). The teacher made a comment prior to my session that this student was doing a perseveration behavior with the text to speech in the word prediction and smiling at the teacher as the student was tapping the screen. I found this odd because the student had used text to speech in the past and also used the word prediction program in the past. Although odd, I figured to take the issue at face value. It needed to be investigated.

I decided on the following course of action:

First ask the student about the use of the product and how they felt it was going, any difficulties and was it helpful.

Second was an observation of the student using the device.

I sat away from the student so I wasn’t peering over their shoulder but close enough to see and hear what was going on. The student had to type a journal entry in response to questions written on the blackboard.

The student started to type and I heard the word prediction (list to the word) and then student selected the word (word speaks again). So far so good. This went on for about 5-10 minutes. Then I heard the same word repeated over and over. A word I knew the student could spell and type. I let it go 2,3,4,5 the student staring at me with a smile. OK time to get involved.

I asked the student, “why listening to the word so many times?” The response, “It isn’t typing word just saying the the the”. So I give it a try, 1,2,3,4 OK I think I can stop now.

Hmmmm. So what was perceived as this student having a perseveration behavior with the text to speech and smiling at the teacher really was not really what was happening at all. The student was having a problem with their device and app. The student wasn’t sure how to ask for help. So the student would turn and look and smile at the one person in the room that they hoped could help them. The student just wanted to get the teacher's attention without being disruptive to the other students.

The moral of this story is that before you assume a student is performing a behavior for attention, take a look at what is going on. There are times that it can be a behavior but even a behavior has aspects of communication. But there are times something is happening because of a malfunction of the tool and they don't know how to explain it.

Even with technology students need support and sometimes more support until they master the skill. Moving from an iPad from a computer was a huge jump for this student. The student had used a computer for 17 years. The iPad was a new tool that had only been used for recreation. This student was not using it as a learning tool means all new expectations and skills.

The solutions were simple ones:

1. The student was given a stylus for using the word prediction. This way the student couldn't accidentally hit the speaker and word at the same time.
2. If it repeats more than twice, just copy the word or type the word to the best of your ability.
3. The student was given a help me card to indicate that help was needed. I made enough for the 10 other students in the classroom. They were shown if they need help, place the card in front of them.

Access to the iPad

The past few weeks I have been working with three young children that have a form of MD. Not all the students are from NJ. Each has a different type of the same disability. All three are unique and amazing in different ways, what each have in common beyond a DX is their drive to be as independent as possible. All their hopes and dreams involve one form of technology or another.

The oldest student is in high school we will call him Bob. His personal goal is to be able to access the internet so he can Facebook with his friends and get on MySpace (yes it is still there). Bob loves music and wants to be able to create music writing, playing and producing music. He also knows he has to do school work not as motivating as the first two goals. Bob is currently attending school on a regular basis but that can change at any time. When it changes because of illness, he will receive home instruction 10 hours a week.

The middle school student we will call him John. His personal goal is to be able to play his games on Playstation, Wii and some computer based games. John is an avid reader and wants to be able to access books that are not assigned by the school. He knows he can listen to books but he wants to be able to READ not listen. John also enjoys school. However, he is on home instruction because of mobility issues. He has a wheelchair but also lives on the third floor of a high-rise building. The elevator has been broken for 5 months and no one knows when it will be repaired.

The youngest of the students we will call him Juan. His personal goal is to be able to enjoy time playing with his sibling and family. So many of the things he can do is hand over hand or isolation play. Juan has the most significant limitations of his movements but has the best head control. Juan enjoys using the computer to join his class for 30 minutes a day. Juan would also be able to listen to books (he is just learning to read). It is something he can share with his family or do by himself. There are games he can play also that if he played the typical way he would be a spectator. Juan at this time does not go to school but that could change with time. Juan enjoys school in short burst. He receives home instruction for a total of 10 hours a week.

Now that you have the background of my three amazing young men there is something that all three could benefit from. I am going to say it, the iPad. Yes, I said. I know you are shocked. The key for these young men are about direct access. If we had to use a computer none of these students would have direct access. We would have to find an alternative method of access. Voice recognition, eye gaze, switches and more that may not be as efficient as direct access. Eye gaze is a form of direct access but since the students don’t need AAC private insurance or Medicaid would not pay for the devices so it would be up to the school district to purchase the devices. Since they are school based machines the question always is can a student do personal activities on the device. The answer there is it depends on the district. It depends on the type of software they will be using.

Each of them has different goals and different needs but all three have another thing in common. Limited movement of their fingers IF the students are physically supported. Each of their supports look different but offer the support the individual needs to access the device. The amount of touch that is needed is great because it is barely a touch. The quantity and quality of apps make it a device that individuals can have a diverse set of tools.

So what have we yes we because I don’t work in isolation, I work with the student team which includes the parent, OT, PT, IT staff and whoever else I can wrangle into the mix. Each of us has skill sets that are needed when working with complex needs.

For Bob, for computer access was voice recognition but he found that he couldn’t play music. He also couldn’t use the VR in the classroom. Access to the iPad we used a wedge to support his hand. We used a small platform built off the wedge to support the iPad. We also gave it a way to rotate by using hardware. We placed little suction cups on the edge so the student can rotate the iPad when needed.

Apps that he is using:

AKAI Pro SynthStation APP

Symphony Pro

Jump Desktop

Computer software:

Dragon Naturally Speaking

Write: Online from Crick : Bob uses the Jump Desktop software to use Write: Online

For John, computer access was using his PS3 Game controller. He is able to zip around the screen like you and I do with a standard mouse. He uses voice recognition for writing long assignments. John prefers the standard Windows 7 on-screen keyboard with word prediction for short assignments. Now because he spends the majority of his day in a supine position so we needed to find a mount that could let us get the iPad into his field of vision. Then the other issue was creating a way for him to access the iPad. We used a very basic thera-band sling. We used different colors depending on the speed he needs to tap. For games we use yellow and when he is working on something that needs stability we might head to red or even black. It comes down to his day. Then there are times we use cloth slings that his grandma made using lamb wool and satin.

Apps that he is using:

Jump Desktop to share the computer screen. It allows him to collaborate with peers and do activities that the teacher has created in MS Word, and Excel.

Dragon Go to research information on the internet

Go Go Gadget is a game he likes to play

Talking Calculator

Graphing Calculator

Recorder for recording reading, writing and questions he has for his teachers.

For reading he is using the Kindle App

Facetime to speak to his teachers at prep time for homework assignments

Computer Software:

Adobe Student and Teacher

Dragon Naturally Speaking

The youngest of the group, we are still working out with the things we will offer. Right now we are keeping it simple. For access, we are using a sling option that was purchased from SMA website. However, we will be changing this. We want to give him more movement than the sling offers.

Apps:

The youngest of the group, we are still working out with the things we will offer. Right now we are keeping it simple. For access, we are using a sling option that was purchased from SMA website. However, we will be changing this. We want to give him more movement than the sling offers at this time. We may land up with a different sling system. Computer access at this time is not something we are working on however that will come later in the year. Right now the most important thing is to get him to access the iPad and some activities that he and his siblings can do.

Apps:

Chutes and Ladders

Free Kids Counting Game

ClickySticky

eliasFARMS

There are other apps that are being used. A total of 25 apps that align with the student's school curriculum.

Facetime to access his classroom for the morning meeting (calendar and schedule) and literacy circle (vocabulary and read aloud).

Access for these three overlap at some point but each is set up a little differently in the height and the support that is used. For adults you can find some sling pre-made equipment but when working with children and young teenagers, you pretty much have to make what you need.

I will do my best to get a picture of the alternative access that could be used.

Happy New Year's and All that Jazz

Happy New Year!

So what will 2012 bring. Honestly, I don’t know. Sorry, I do not know what it will bring as I don't have a crystal ball and my psychic ability only plays in déjà vu mode. The déjà vu I am having at the moment is trying to figure out what my blog should and could be.

Should it be tutorial based? Should it be product demos? Should it be ……. You tell me.

PS3 Game Controller as a Mouse

I am excited to enter my first video tutorial blog post. I hope you enjoy this. Let me know what you think about it. Video below items needed.

These are the items you will need to have to make your PS3 Game Controller as a mouse.

1) PS3 Wireless Controller

2) Micro USB Cable

3 ) Determine if you have a Window 32 bit or 64 bit computer.

4) Download Driver from Motion in Joy website: http://www.motioninjoy.com/download

60 minute segment – Apps for Autism

First let me say, I am a special education teacher and assistive technology professional for over 18 years. In my 18 years, I have never seen such a hard sell for a tool like I have for the iPad. For 60 minutes to jump on the band wagon and hard sell for this device is mind blowing. I used to respect the news pieces from 60 minutes. Now I will have to question everything they say and show.

If no one else is going to Autism sells. If this segment was APPS for individuals that are non-verbal, APPS for special education, APPS for individuals with disabilities, Let’s Talk APPS, I am sure the hype around this segment wouldn’t have been there. Autism sells. We all know someone that is on the spectrum. We are all seeking a tool that opens the window, the door to individual's thoughts. But one device isn’t the answer for every individual with autism.

I take offense with this segment on a couple of different levels. The first part, seriously do you want me to believe that Josh has NEVER been exposed to any other form of communication device be it a dynamic screen, a text to speech device or even a better developed static board? Really? In his 27 years on this earth, he has never so much as used a PEC, a computer keyboard, a computer program that has text to speech or give the young man a Franklin speller with speech would have been better and more productive than a STATIC crumbled QWERTY board. If I put things in perspective, maybe he wasn’t. The first Dynavox was introduced in 1991. They were big, heavy devices that were marketed to individuals with physical disabilities. The first device that I can recall being used with individuals with autism was a PRC device in the late 90’s I believe it was the Alphatalker. Josh is a 27 year old man who would have ended his educational / transition year 6 years ago. That would have given his educational placement, medical professionals, parents and other professionals that came in contact with Josh 10 years to try ANYTHING. But everyone waits until the miracle iPad was designed by Apple. So if that miracle iPad was never designed and marketed, poor poor Josh would have nothing to use. Come on, Really? You want me to believe this.

First off, why is he using proloquo2go. Josh has the ability to type whole words? Why is he using a symbol based communication system? I am sure he has more to say than what is programmed into the device which means he should be using an app or device that gives him much more flexibility in language. Has Josh used the device to spell at all since he has gotten the “miracle” iPad? If not, why not? He should be using the tool to the fullest of its capacity and not just relying on the picture supported communication. Please someone offer to evaluate Josh so he can have a tool that meets his language needs. If in the end proloquo2go is the tool that gives him the greatest language capacity for his ability wonderful.

As for the rest of segment, the school in Canada. So they are using proloquo2go in a study with their students and a few others apps. Here is a shocking statement. There are more apps on the market then proloquo2go. Yes, proloquo2go was the first app for AAC but it isn’t the only one and dare I say it, NOT ALWAYS appropriate for every user. If the school is actually doing research on the effectiveness of the iPad for communication shouldn’t they be using tools that are appropriate for the user. Some of the students are emergent users. Emergent users – limited fields, no categories immediate feedback. Hand over hand assistance to select out of a HUGE field is not appropriate and is counter productive. Where is the independence in that?

How about the young girl “counting”? Let’s define counting. Name or list (the units of a group or collection) one by one in order to determine a total as defined by www.thefreedictionary.com/. I will give you on the iPad our little friend was visually attending. But how long was it after her introduction of the iPad was it instant like we are lead to believe? Again, I am going to say it DOUBT IT. As for counting on the iPad, our little friend was NOT counting. She was visually attending to an activity that was working as a VIDEO. If she would have touched 1 then 2 I would say she was counting. I can’t even say she was doing number identification because she was not an ACTIVE participate in that activity. She was PASSIVE.

The one piece that I have to say was the best piece was the young man that was doing the cause effect activity and he kept returning to the TIGER and reacting. That was believable and his mother saying there is no such accomplishment as a "tiny little thing". Those are the experiences that I have every day. In my 20 years in special education, regardless of the tool, it is always the small things in life. It is the small accomplishments that we take with our students, children and the disability community.

So many say the iPad is the “miracle” tool. Let’s try the same population of children with a different tablet type tool. Do we get the same responses if so does that not make us question why? Giving it some thought here are a few of my ideas. The first I would think that the device is positioned that there is not background issues. The device often is laid flat. There is an end visually. So it could be that children aren’t struggling with depth perception or other visual concerns. Second, computers students have to use a mouse. Mousing skills are tough for some individuals. It is a second layer of understanding. I move this item, an item on the screen moves and then I have to target the item I want. Mm… multitasking skill which we already know children with disabilities struggle with. Even with a touch window you are looking at difficulties because children struggle with proximal stability. Without proximal stability children struggle with distal mobility. In non therapy language, you have to have good mobility and strength in your trunk before you can use your hands and fingers. So if the touch window is in a vertical plane, it is harder because I don’t have a steady base of support. With the iPad, I can rest my arms on the table, have a smaller movement so I don’t lose my base of support. Thirdly, portable. Computers have to stay at one place. With the iPad student can go where they are more comfortable.

As an assistive technology consultant, I struggle every day with hopes that the suggestions that I am making are sound reasonable meeting the needs of the individuals with disabilities that I come in contact with. This segment just trivialized assistive technology for individuals with disabilities. It managed to put chips, dings and holes in all the work that has been done in the field of assistive technology. Assistive technology professionals, parents and therapist have worked tirelessly to get the message out “ONE SIZE DOESN’T FIT ALL”. We need to look at the individuals needs and abilities. In 13 minutes, they had the message sent “If your child has autism, the iPad is the ONLY tool to use.”

Tools are tools. The tool is not the miracle. The tool may help unlock the window but it is the individuals that push, pull and are consistent with using the tool that opens the window and allow the potential flow out. This means it is the parents and professionals that work hard and are dedicated to improving their children/students they work with that make things happen.

I remember a saying my grandmother used to tell me “Remember it is not fancy paper, the bows or even what might be inside the the package that makes it special but it is the the message of the package that makes it special.”

The iPad is supposed a tool for the masses. It is a UDL dream come true. However, again that wasn’t what was expressed and shown. So is it a miracle, no. I am almost positive Steve Jobs didn’t have individuals with disabilities in mind. He was thinking of the MAJORITY not the minority. We were just lucky to benefit from the tool. It still doesn’t make it a miracle tool. It makes it a well designed tool. It is a tool with the right app it is can be a door opener. But honestly, the iPad isn’t anything without the APPS. If the device just had work based apps, how many children with disabilities would be benefiting?

Summer Reading : Ways to motivate

It is summer in NJ if you could not tell it by the calendar you can surely tell it by the heat and humidity. Many of us enjoy a nice lazy summer lounging at the pool or beach with a good book. On the other hand, our children often are required to read an hour a day or do a book report for their summer reading. I am not sure who the schools are punishing the children or the parents that have to fight with the children to read a book when all they want to do is have fun in the sun. To decrease the fighting in my home here are a few strategies that I have used:

 

The one page read: I scan the book onto a standard piece of paper and place it in a top loader. It becomes their placemat for breakfast. I have even been known to staple it to the back of the cereal box. (Since two pages fit on one standard page – I get 2 for 1).

 

Shared silly reading: When we are doing this, we have cards we made up and the person picks how they will read. There are times it is a silly voice, standing on one leg, ringing of bells when we get to a specific word.

 

Audio books: Yes, I know Audio books are not considered reading. However, you can work a deal you read one chapter you can listen to one chapter. Often what will happen is the student will follow along in the book.

 

Reward reading material of choice: If my niece or nephew finishes their assigned reading for the week typically, 1-2 chapters they are given a reward of more material to read. This can range from a comic book, graphic novel, magazines or a game.

 

Roll the dice: A game of chance depending on how you roll the dice you may end up with as little as 2 pages or 2 minutes or up to 12 pages or 12 minutes of reading. The way we play is you have a choice before you roll the dice are you going for pages or minutes. If we do this method we, play at least 3 times a day.

 

Give a purpose to reading: When my niece and nephew have a book for summer reading, I read the book before they do. I set a purpose for each chapter. I might have them look for idioms, comparisons, something that reminds them of somewhere they have gone, or a hunt for a hidden message that I created using little dots over words that spell out a special treat.

 

If all else fails bribery always works. I give a penny for every page read. Since most of the books my niece and nephew are reading are between 300-400 pages, they make $3-$4 dollars. If they complete the task earlier then their established deadline, they can double their money. If they complete the writing assignment that typically goes with their summer reading, they can triple their money.

 

If you have a creative way to help your children or students get through their unwanted summer reading, please share. I am always looking for new ways to motivate more reading in my family.