MOVING BEYOND MOTIVATION: Using Apps to Enhance Evidence-Based Practices for Children with Autism Spectrum Disorder Andrea Parrish, M. Ed. Conference Session Site:

OPENING DIALOGUE  Have you seen instances where students with ASD or related disorders are motivated to use technology over traditional tasks? How has this affected their learning?  Respond in 1-2 brief sentences.

MOTIVATION AND AUTISM SPECTRUM DISORDERS (ASD)  Motivation and Learning  Consider your own learning preferences  What motivates you as a learner?  Links between motivation and ASD  Children with autism are not be motivated by the presentation of isolated academic tasks (Koegel, Singh, & Koegel, 2010)  Factors Shown to Increase Motivation  Student Choice  Interspersing Maintenance and Acquisition Tasks  Incorporating Student Interest into Academic Instruction  Natural Reinforcers  Lack of engagement in ASD can negatively affect educational outcomes (Keen, 2009).

AFFORDANCES OF TECHNOLOGY FOR STUDENTS WITH ASD  Many computer-based applications are set up based on behaviorist theory with reinforcement at standard intervals (Kirinic et. al., 2010).  Link to Evidence-Based Practice? Reinforcement is already built in.  The propensity toward visual learning is inherent in many technology devices, as they are typically set up in a visual format (Whalen et. al., 2010).  Computer software programs  Tablet applications  Interactive whiteboard flipcharts  Many experience difficulty with complex cues – technology can address this with allowing the teacher to vary the complexity of symbols (Cafiero, 2012).

RESEARCH LINKS BETWEEN TECHNOLOGY, ASD, & MOTIVATION  Some promising news...  For some students with ASD, learning through technology tools increases motivation for learning.  Presents content in “static, predictable, and/or visual format” which appeals to the learning modality of SWASD (Cafiero, 2012, p. 65).  In a study testing the reading comprehension of students with ASD using iPads for daily instruction, ALL students within the small sample (n=10) showed gains in their comprehension skills using the device (Price, 2011).  During the course of the study, no students refused to use the device.  What could this lack of refusal possibly tell us about motivation?  Teachers reported that their students with ASD found the device motivating.

JOINT ATTENTION Participants coordinate their attention to each other and an object or activity of mutual interest.

REPLACEMENT VS. ENHANCEMENT  Replacement  Instructional Example: A student uses an ABA computer-based software program to facilitate 1:1 independent instruction.  Possible Advantages  Built in data collection components (depending on the device/application)  Requires less human resources or supports; allows the teacher options for alternative instruction  May be a preferred activity for students with ASD  Possible Disadvantages  Difficult to target social skills, shared engagement, or joint attention skills  Potential for prompt dependency and lack of generalization to real world activities  May only be suitable for students capable of self-directed learning  Cost associated with the technology tool, licensure, etc.

REPLACEMENT VS. ENHANCEMENT  Enhancement  Instructional Example: During a 1:1 play-based ABA session, a child uses an iPad to take turns with the teacher.  Possible Advantages:  Allows the teacher to target social skills, shared engagement, or joint attention skills  Occurs in the natural environment, an important component of generalization  Allows for shared control between the student and teacher  Choice of applications can be adapted to target a variety of skills, depending on the curricular content  Possible Disadvantages:  Requires additional instructional planning efforts (to coordinate the use of instruction and technology tools)  Cost associated with the technology tool (although cost of most applicable applications tends to be nominal)  Requires an ongoing data collection system

USING TECHNOLOGY TO SUPPORT EVIDENCE-BASED PRACTICES  Why use evidence-based practices? 1.There is research to support the benefits or outcomes 2.Components exist to measure fidelity 3.Shapes practitioners judgment into data-based decision making.  Why use technology to support evidence-based practices?  Incorporates a potentially motivating item (i.e. iPad, computer, interactive whiteboard) with a proven practice.  Technology tools may enhance or compliment the EBP (i.e. the app with built-in natural reinforcement).

APPLIED BEHAVIORAL ANALYSIS (ABA)  A ntecedent (what happens immediately before the behavior).  B ehavior (the target behavior).  C onsequence (what happens immediately following the behavior). ABCABC

CONTINUUM OF TREATMENT METHODS More StructureLess Structure Adult-Directed Less Naturalistic Less Functional Child-Directed More Naturalistic More Functional

TRADITIONAL ABA & TECHNOLOGY  Basic Tenets of Discrete Trial Training (DTT)  A method for teaching desired behaviors, skills or tasks.  The skill being taught is broken down or sequenced into small, “discrete trials,” taught in a highly structured manner.  A method which provides for repeated practice with a clear beginning and end.  How Technology Can Support  Built in reinforcement  Reinforcement can be programmed to be immediate  Built in data collection methods  Options to prescribe timing (i.e. offer wait time between trials, time with reinforcement, etc.)  Visual format offers a clear beginning and end to the task Sd R Sr Sd= Discriminative Stimulus Sr= Reinforcing Stimulus Sr= Reinforcing Stimulus

CONTEMPORARY ABA  Basic Tenets of Pivotal Response Training (PRT)  Pivotal behaviors those which are central to wide areas of functioning (initiation, turn taking, etc.)  If you target core behaviors, behaviors that you did not target may also improve.  When teaching children, especially through play-based interactions, we need a specified structure/format that guides behaviors we target, how to target them, and why. A = Opportunity to respond B = Child’s response C = Natural reinforcement

USING THE IPAD TO SUPPORT INSTRUCTION

FINDING & EVALUATING APPS  Evaluating Apps  App Selection Rubric (Mark Mautone, 2012)  Autism Speaks Website now includes a research designation for apps (anecdotal, research, or evidence). 

WHAT TO LOOK FOR IN AN APP  The ability to customize the schedule of reinforcement  The ability to customize other relevant features of the app  Number in array  Degree of complexity in visuals  Option to incorporate visuals that are meaningful to the student  Age-appropriate visuals and displays  Filing sharing capabilities (important in 1:1 technology device environments)

WEBSITES OFFERING EDUCATION APP REVIEWS & SHARING SITES  Apps for Children with Special Needs (Video demonstrations and detailed information)  Bridging Apps (Screenshots, list of attributes, and additional reviews of apps designed for students with disabilities)  Autism Apps (available in iTunes Store)  Lists available apps by category  Extensive reviews available for selected apps  Remember there is no research designation or specific criteria for inclusion on this list  Apps Wiki (  Research-based approach to recommendation of educational apps based on students’ skill level  Multiple technology integration resources available on this site  Technology in (SPL) Education (  Offers a list of apps for students with disabilities, categorized by IEP goals and skills

INCORPORATING TECHNOLOGY INTO THE PLANNING PROCESS  Student-Centered Planning Guide  Available on session Google Site  Additional resources and a full list of references which appear in this presentation is available at the conference session site: 