Building Bridges From Social Learning Technology Tools to Personal - - PowerPoint PPT Presentation

Building Bridges From Social Learning

Technology Tools to Personal Interaction: How to Maximize Generalization

Laurie Jacobs MA, CCC-SLP

Computer Assisted Intervention (CAI)

 Children with autism were more attentive, more motivated, and

learned more vocabulary in the computer than in the behavioral

• program. (Moore M, Calvert S, 2000)

 …better motivation and fewer behavior problems in computer-

assisted instruction compared to personal instruction, this did not affect their learning-rate…(Chen SH, Bernard-Opitz V 1993)

 Positive influence of CAI on autistic children's behavior-problems (e.g.

avoidance of eye contact, echolalia) as well as improved spontaneous communication and better learning of

• academics. (Bernard-Opitz V, Ross K, Tuttas ML, 1990)

Computer Assisted Intervention (CAI)

 Eight distinct social problems were presented on a computer,

along with a choice of possible solutions, and an option to produce alternative solutions. . Results suggest young children with autism and their normal peers can be taught problem- solving strategies with the aid of computer interfaces.

(Vera Bernard-Opitz1, N. Sriram1 and Sharul Nakhoda-Sapuan1, 2004)

 Using Computer-Presented Social Stories and Video Models was

effective for improving the rates of social communication for the participants. Offering further evidence that a combined intervention (computer-presented Social Stories and video models) presented via computer may be a beneficial method for remediating social skill difficulties for individuals with HFA/AS. (Sansosti , Powell-Smith, 2008)

Observational Learning

“Imitation Based Intervention”

 Learning by observing and imitating others is effective learning

strategy and is proof of neural basis of learning supporting effectiveness of mirror neurons. Focusing on mirror neurons/observational learning should be implemented into teaching strategies. (Van Gog et al, 2008)

 When mirror neurons do not work properly, individuals struggle

with understanding and giving appropriate responses to other’s behavior - suggests importance of therapy to “repair” this system so ASD children can understand better the correct responses in social situations. (Escher, 2009)

Observational Learning Process

 Attention - when model appears more like self, attention

increases

 Retention - we store images seen, bring them up when

needed, and reproduce actions

 Reproduction - images translate into actions when skills are

within our repertoire

 Motivation - there is a reason for imitation to occur

Taken From “Video Modeling: Why does it work for children with autism?” by Corbett & Abdullah, 2005

Why Video Modeling is Effective

It’s Easy and Fun

 Nonaversive (Sturmey, 2003), and many parents and teachers

view it as an acceptable intervention. (Buggey, Toombs, Gardener, & Cervetti

1999; Charlop & Milstein,1989; Nikopoulos & Keenan, 2003)

 Convenient for parents and teachers because recorded

videotapes/DVD’s can be reused. Furthermore, teachers may have better control over the type of behaviors that are presented to children; unwanted behaviors may be edited.

 Economical for teachers when instructing community living skills

such as purchasing grocery items (Alcantara, 1994); these skills can be modeled and recorded on videotape or DVD and shown to children initially to provide a less invasive intervention.

 VM can be incorporated as one element within a broad package

• f positive behavioral support for children with disabilities

Why Video Modeling is Effective

It’s Easy and Fun

 Novel and expanding technology (Sturmey, 2003) for positive

behavioral support. Because it is acceptable and widely used by typical adults and children for leisure, educational, and business activities, it has considerable potential as an effective, socially acceptable form of support.

 Easily implemented and feasible from the perspective of the

teachers

 Minimal use of trained individual to assist after program is

initiated, and greater use of aides monitoring

 Consistency of targeted skills and training presentation from

video and associated stimulus

“Motivation and Enjoyment of the student”

Social Skill Builder Combines Research Validated Methods

Computer Assisted Intervention Video Modeling

To offer a unique and effective means to target social skills

Pre-Teaching Social Skills

 Using Positive Language and Scenarios  Help with Behavioral Intervention Plans  Aligns with Common Core Standards  Uses Explicit Instruction

DIY Making Videos

• Digital Cameras
• iPhones
• iPads
• Video Cameras

How to Make Videos

 Evaluate your student – determine challenges and needs  Select obtainable goals first to achieve success  Choose subjects – nuerotypicals,friends, siblings, think liability  Decrease auditory and visual distracters  Highlight skill  Use consistent vocabulary

What’s the big deal about making your

• wn videos?

 Dealing with legalities of filming children and using them within

public setting

 Editing programs and know how  Capturing the moment without the distractions  Filming at the social complexity of the child  Finding the right filming conditions  Developing the appropriate evaluation questions per video  No standardization of questions or scoring mechanism  Not tailored to a curriculum base  Relying on the knowledge of facilitator to operate equipment/ask

questions

 No introduction to social vocabulary

The Difficulties in Making Your Own Videos

TIME CONSUMING, TIME CONSUMING, TIME CONSUMING!

Getting Videos from the Internet

DOWNLOADING:

Real Player - http://www.real.com

to Download videos and convert to format to view If you are having trouble with it download again… for software updates

On-line Resources to Get Videos

* Amanda Show “The Literals”

TEACHERTUBE.COM SCHOOLTUBE.COM *Mime videos Pintrest.com

Getting MORE videos – Always adding to your library…

 Join Youtube  Share video privately  Download them on with Real Player  Subscribe to video makers Tahirih Bushey of Autism

Games subscribe

Comic Strips Expand on Video “break it down”

 Comic Life – Program  Free Online Comic Strip  iPad/Touch – Comic apps

Free Online Animation Websites

 Bring your comic strips to life  Can use real voice overs to work on language  Drawback – animated characters vs real pictures

Digital Storytelling

 Free Online Services to Write Social Stories  Can incorporate text, pictures and videos, audios  Can post via social networking sites (with oversight)

Digital Storytelling Free Websites

 Littlebirdtales.com-images. audio, email  Zooburst – popup book  Simplebooklet.com  Myebook.com

Blog

 Kidblog.org-teachers create class-share btw students

Gain perspective of others, express themselves, interpret

Social Networking Sites

Pintrest - Good for mood board-using pic,videos, text

• Following others interests-Kim Kuzma SLP
• NEW FEATURE: Allowed 3 private boards

Squag - Social network design for kids with ASD ScuttlePad - Kid social network WhatsWhat.me - Kid social network-7-13, webcam, law enforcement creation, "teachable moments” $ Everloop - Kid social network

**** OVERSITE NEEDED IN ANY SOCIAL NETWORK!!!

Use of TV Commercials for Interpretation

• f Social Intent

Why Commercials? What can they Target? 30 sec or less Prediction Mini dramas Inferences High Action-Relatable Irony Good Basic Sequencing Prosody Emphasis Non-Verbal Cues Facial Expression Questions to Ask: Reality vs. Fiction? Why did they make this ad? Integration-Where, When, Who ?

3 Ways-3 Says Weily, 2012

 Create Videos with phrases “You think I did it?”  Use different people  Use Peer Feedback vs. Teacher/Therapist  Act Out  Example

Samples of 4 ways 4 says

Other Carry Over Activities

 Eye Reading of Others  Act out Intonation/Facial/Eye Rolls  Write story about what happened before/After  Joint Action Routine/Change up Characters  Examples of relatable emotions, events

Preschool Playtime Volume 1 & 2

Social Skill Builder

• Behavioral expectations
• utside of home
• Social Relationships
• Peer conflicts
• Sensory issues

Demonstrated in:

• Playgroup
• Preschool
• Park
• Outing

Cognitive age: 3-6

• Rituals of recess
• Peer relations
• Appropriate

classroom behavior

• Lunchtime interaction

Cognitive age: 6-12

My School Day

Social Skill Builder

You Are a Social Detective

Based on book by Michelle Winner and Pam Crooke

• Based on Social Thinking

Ideals

• Uses “toolbox” to

decipher what should be done or said in different situations

• Uses thoughts, smart

guesses, and emotions

• Social Mapping
• Elem Age

My Community

Social Skill Builder

 Social Expectations  Safety Precautions  Social Behavior  All within community,

including doctor’s

• ffice, grocery store,

neighborhood and more Cognitive age: 5 & above

School Rules! Volume 1 & 2

Social Skill Builder

• Social Interpretation Skills
• Personal Awareness
• Conflict Resolution
• Organization

Scenarios include: getting lunch, eating and talking to friends, “hanging

• ut”, use of schedules and

time management Cognitive age: 8-18

Systematic Breakdown

• f Videos

 Build Vocabulary – general discussion  Use vocabulary – multiple choice  Emotions  Contextual Cues – non verbal  Social Mapping  Better/Best Scenarios – compare/contrast  Critical Thinking – open ended questions

Comic Life

 Use Comic Life to make

comic strips to further breakdown the video segments – plasq.com

Comiclife.com-Free Trial $30.00 Download Ipad App for 7.99

How to make still screen shots from videos

 On PC Press Fn and PrtScn or HOME button to capture image

then Control V Put into PPT, Word or in Paint (PC) or other graphic program

 On MAC – use Grab program (search Grab) to capture images

• n screen, open in Paintbrush or other graphic program

Using Images from Programs to Create Expansion Materials

 Open Paint (PC) or Paintbrush (Mac) and “paste” in screen shot  You can then choose to make a selection of the image to save

and use in for different expansion projects

Sequencing:

What happened in what order?

Talking Bubble Sticky Notes – put on computer screen

Puremodern.com

Make Comic Strips

Remember Speech Bubble/Thought Bubble/Emotion

?

Sequence/Prediction:

What will happen next?

Thought Bubbles

Creating Picture in A Picture Movies

 Using PC – Power Point  Using Mac – iMovie or Keynote

Reminder: Can always use Smart Board to Share with Large Group

WH Map to Generalization: Who, What, Where, When & How Who:

 Skill can be generalized to  Discuss these people-Practice with  this group of people  Slang Lang  Topics of Conversation  Watching video of a child trying to discuss a popular

video game to a peer versus a grandparent and highlighting the effective transfer is very helpful

Generalization: What What:

 The “what” of generalization is primarily for the

teacher or parent choosing “what” skills to focus on.

 Try not to pick a skill that is so specific to one

person, one place, one time or one particular way of doing something that you don’t get much mileage from the skill.

 Lining Up, Requesting

Generalization: Where Where:

 Skill can be generalized  Discuss these places-Practice in these places i.e.:

Lining Up

 Discussing with a student “where” these skills can be

generalized to, is a transfer of a skill from one context or place to another or a movie theater.

 Using video from the classroom of lining up and

having the student identify the similar skills used in lining up for a turn on the slide is a great transfer

• activity. The student sees how mastered skills can be

generalized.

Generalization: When When:

 Discussing with the student the “when” that a skill

should be implemented is also very important to successful generalization.

 Often students will use an all or nothing rule of when

to use the skill interrupting, for example.

 How to appropriately interrupt is a great social skill to

learn, but it is the “when” do I use it that is the important piece to generalize into different situations.

 Using video to ask the student to identify when the

newly learned interrupting skill should be implemented and when it should not is a great way to start generalizing

Generalization: How How :

 Discussing with the student “how” a skill should be

demonstrated is another important generalization activity.

 Raising their hand to answer a question and they are

showing success with this skill. The next step in the transfer process would be to show video of the limits

• f “how” you raise your hand. This might include,

how long you wait to get called on, how you hold your arm still while waiting, how you keep your mouth quite during the time you are waiting, etc.

Fine Tuning: The Generalization Process is On-Going!

 If you don’t use it, you lose it.  Videos always available as a review.  Generalization is fluid and constantly growing as new

experiences and expectations arise

 Never put a completed stamp on a skill

Video Modeling Meets our Students Where they Learn Best

Many students with disabilities – particularly those with ASD – are visual learners. As Dr. Temple Grandin, a professor, author, and researcher with autism, explains, “I think in pictures. I do not think in language. All my thoughts are like videotapes running in my imagination. Pictures are my first language, and words are my second language (Grandin, 2002). For such individuals, videos, simulations, virtual environments (VEs), pictures, and other multimedia can be effective teaching tools (Grandin, 2002; Loftus, 2005; Parsons, 2006; Parsons et al., 2006; Dana, 2005).

For copies of this presentation, questions about video modeling, Apps

• r Social Skill Builder products visit:

info@socialskillbuilder.com Or www.socialskillbuilder.com Presentation Promo Code ASHA13 For a 20% discount!!!