USING TECHNOLOGY TO
ADAPT AND PROMOTE
PHYSICAL ACTIVITY
AAHPERD 2014, St. Louis, MO
Oregon State University, Corvallis, OR
Erin Siebert, Colin Brooksby, Karmen Holladay Tessier,
Aaron Mason, Paige Niemi, Kasi Roth, Kristina Strong,
& Rob Hansmann
Overview
• Intro to iPad/tablet technology in the gym
• Meet the presenters
• Break out – demonstration of apps
iPads Invade Schools
• 2010 Apple releases iPads
• Area schools begin mass purchasing for the use of iPads in
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classroom
iTunes creates Special Education category devoted solely to apps for
students with disabilities
Apple offers online courses for Distinguished Educators to train
teachers in how to use iPads and apps for students with disabilities,
including those tailored for Autism spectrum disorders.
Organizations devoted to aiding the education process for individuals
with disabilities have begun to disseminate information about the
iPad, key apps, and their use with specific disability populations to
promote inclusive education practices (Ryndak, Jackson, & White,
2013)
Researchers begin evaluating the effectiveness of apps in various
academic environments (Edyburn, 2013; van de Meer et al., 2011)
Why iPads, tablets, etc.?
Portable
• More portable and flexible
than traditional PC or
laptop
Versatile
• Wide range of low cost and
free apps to serve almost any
purpose (Siegle, 2013)
• Can easily organize and store
• Goes where ever child
goes
• Easily managed and
adapted per user
hundreds of apps in a
predictable and accessible way
(Siegle, 2013)
• Cost effective, compared to
other assistive technologies
(Edyburn, 2013)
Why iPads, tablets, etc.? Cont.
• Direct touchscreen removes any potential sensory
confusion by eliminating any kind of barrier, such as a
mouse, keyboard, or stylus (Siegle, 2013; iPads & autism,
2012)
• Tap and swipe gestures used to manipulate objects on the
screen are very similar to types of gestures children would
spontaneously use on physical objects in the real world
(Siegle, 2013)
• Game like experience of most apps allows the student to
participant in an environment free of fear and anxiety
(iPads & autism, 2012)
Cool Factor
• Potentially most importantly
• Enthusiastically embraced by parents, teachers, and
students
• Usually reinforcing to children
Mudock, Ganz, & Crittendon, 2013; Siegle, 2013
Evidence to support iPad/tablet use
• van der Meer et al., (2011) evaluated the effectiveness of
using Proloquo2GoTM as an augmentative and alternative
communication tool in an academic learning environment
and found it to be more advantageous than traditional
speech generating devices.
• Murdock, Ganz & Crittendon (2013) investigated the
effects of using a social story presented on an iPad and
the social interactions of children with Autism spectrum
disorder during play, findings indicated increased
meaningful and unscripted dialog between peers.
MEET THE BREAK-OUT
GROUP LEADERS
Please feel free to rotate from group to group at your
discretion.
Test out the apps and ask questions
Individualization Apps - Aaron
• iPad functions and apps.
• These modifications can
be targeted towards the
user (teacher or student)
• All of these tips and
features can be
explained and explored
at
http://www.apple.com/ac
cessibility/
Communication & Socialization Apps –
Kasi & Kristina
• Purpose:
• Create inclusive
environment
• Involvement with peers
• Alternative instruction
• Rewards
• Communication
• Apps:
• Tap to Talk, Proloquo2go,
Talking Tom, Knock Knock
Numbers, Two Player
Games
Management Apps - Karmen
• Team Shake, Make Dice,
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Show Me
Assist teachers in making
groups
Fun interactive ways to do
fitness with students
Interactive whiteboard
Visual representations for
students
Allows teacher to spend
more time with students with
decreased management &
instruction time
Personal Trackers - Colin
• Fitbit, Walkathon,Nike Plus
running
• These can be used instead of
pedometers to track steps, active
minutes and calories burned
• Walkathon-Token system, creates
goals and prizes for steps taken.
Can be a motivating factor
• My Fitnesspal
• Tracks calories of food consumed
to help with nutrition
information/education
• Can aid with calorie counting,
weight loss/gain and comparing
different foods.
Reward Apps - Paige
• Reward apps can be used
to assist with behavior
management.
• Some reward apps allow
the documentation of
positive and negative
behavior.
• Students who function with
token reward systems can
earn points for their
positive behavior or
successful attempts and
then receive
predetermined rewards.
Video Apps - Rob
• Individualize Instruction
for Students With
Disabilities
• Provide skill feedback
and demonstrations
• Make learning fun and
exciting
• Integrate into behavior
management plan or
reward system to
motivate students.
Where to find us? Map
Stage/Projector
Individualization
Apps - Aaron
Management Apps
- Karmen
Reward Apps Paige
Communication &
Socialization Apps
- Kristina & Kasi
Personal Tracker
Apps - Colin
Video Apps - Rob
INDIVIDUALIZATION
By Aaron Mason
Modifications of iPad can be made for…
• Accessibility
• The Student
• The Teacher
Accessibility
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VoiceOver
Siri
Speak Selection
Dictation
Zoom
Large Text
Invert Text
Invert Colors
Facetime
Closed Captions
Messages with iMessage
Mono Audio
Visible and vibrating Alerts
Made for iPhone hearing aids (translate to iPad and app?)
The Student
• Guided Access
• Dictionary
• Safari Reader
• Speech
• Wall Paper
• Music
• Apps
Teacher
• Standards in iBooks
• IEP Pal (or similar)
• Certain App applications
-SpinIt……..
-Another app….
COMMUNICATION &
SOCIALIZATION
Kasi Roth & Kristina Strong
Assistive Communication Apps
• App:
• Proloquo2Go ($219.99 - http://www.assistiveware.com/support)
• TapToTalk (FREE intro version, upgrade for cost)
• Objective: Communication
• Use: Non-verbal students, visual learners, cues
• App: Talking Tom
• Objective: Communication
• Use: Alternative instruction, reward
• App: Knock Knock Numbers ($2.99)
• Objective: Communication/socialization
• Use: number recognition, cognitive and social
development
Two Person Games
• Apps: Air hockey, Pool!, Volley Balley, Basketmania,
Memory 2 (all FREE)
• Objective: Socialization
• Use: Social interaction, reward, parallel activity
Management App’s
Karmen Holladay Tessier
Team Shake: $0.99
• Objective: Teachers will be able to use team shake to
assist in managing groups and/or teams.
• Uses:
• Making teams/groupings
• Pairing or separating particular students
• Grouping by similar or different skill levels
• Grouping students with disabilities together or separately
Make Dice: $2.99
http://www.makedice.com
• Objective: Teachers will be able to adjust warm-ups
and/or fitness activities depending on abilities or focus of
the day
• Uses:
• Adjust how many dice to roll
• Adjust how many reps the students do
• Adjust activities
• Make modifications
Show Me: Free
http://www.showme.com
• Objective: A simple app where teachers will be able to
record voice-over whiteboard tutorials and share them
online.
• Uses:
• Interactive white board
• Voice recorder
• Timer
• Allows non-verbal students to interact with teacher and/or peers
• Visual representation of activities
• Save for later use or referral
• Drop in images on whiteboard
• Record and upload to you tube
PERSONAL TRACKING
Colin
Fitbit
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Objective- Personal fitness tracker/Motivator
Uses- Can track teacher movement throughout a
lesson, can replace a pedometer with similar uses to
track activity levels, number of steps and type of
activities.
•
Also can put in nutrition to track calories or tracking sleep
My Fitnesspal
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Objective- Personal fitness tracker/Motivator
Uses- Provides nutrition information on the foods the
students eat. Can use this to count calories, set up
healthy eating habits and students can create goals
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Also can put in exercises to track calories burnt to track weight
loss or healthy habits
Walkathon
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Objective- Personal fitness tracker/Motivator
Uses- Can replace a pedometer with similar uses to
track activity levels, number of steps and type of
activities.
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Provides goals to create “My land” for motivation-Token
Can add friends to compare number of steps
Nike Plus running
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Objective- Personal fitness tracker/Motivator
Uses- Can track teacher movement throughout a
lesson, can replace a pedometer with similar uses to
track activity levels and number of steps
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Provides GPS trackers so students or teachers can follow a
path for outside running or scavenger hunts
REWARD APPS
Paige Niemi
iReward Chart (free for 1 child + 4 tasks)
• $3.99 Premium
• # 1 on top 5 Android Apps For Autistic Kids
http://www.thementalhealthblog.com/2014/03/top-5android-apps-for-autistic-kids/
• Objective: Track students’ behavior in class.
• Usefulness: Teacher can decide what behaviors they want
to track and easily add or remove stars during class. It
also shows a balance, so students are able to see how
close they are to reaching the payout for the reward.
Angry Birds (free)
• Objective: Reward for positive behavior in class.
• Usefulness: Very popular game that requires students to
practice aiming and striking objects. It can be used as a
reward for on task behavior during striking units.
Paper Toss 2 (free)
• Objective: Reward for positive behavior in class.
• Usefulness: very popular game that requires
students to practice aiming and making baskets
while also taking into consideration wind or
factors that will effect the throw. It can be used as
a reward for on task behavior during target units.
Magic Piano
(can unlock additional content with money and earned coins )
• Objective: Reward for positive behavior in class.
• Usefulness: When students are on task during a rhythms
unit, they have the option to play their favorite song on the
piano. There are three levels of difficulty to individualize
the game for each student.
VIDEO APPS
Rob
Coaches Eye and Ubersense
• Coaches Eye, Ubersense
These apps allow the instructor to record video and play back in
slow motion. Integrated tools allow user to highlight or draw on
the video to emphasize performance variables. Side by side
view also allows for the comparison between two performers
Students with disabilities learn in a variety of ways; this
application can be beneficial for the student to see a their own
performance and to make corrections.
These apps are also beneficial when assessing students, in
order to get an accurate measure of student performance
QR Code Generators and Scanners
• QR code readers and generators
Codes can be linked to web links, videos, apps, files and other
information stored on the device
Students can use the code scanner, to scan QR codes within
the activity or lesson. These can be linked to a video
demonstration, individualized instructions, or another
application.
You Tube
• Teachers can use You Tube to display videos on sports,
activities, or games to assist with instruction or give
demonstrations
• Use in conjunction with QR Code generators/scanners to
create and upload videos which students can access at
anytime with the I-Pad or smart device
UTILIZING THE IPAD IN
THE CLASSROOM
Erin
iTunes
• Account
• Email address
• Password
• Linked to a financial source
• CC v. gift cards
• Tax exempt
• Volume Purchasing
• File Sharing
Apps
• iPad, iPad air, iPod touch, iPhone
• Who can purchase/ when to purchase
• When to update apps
• Free vs for cost apps
Check out system
• What you get
• iPad
• Case
• Cord
• Charger
• How long? From who?
• Who’s financially response?
• Accountability?
Covers/ Transporting
• Smart Covers
• Element proof covers
• Where do you put it if a kid runs/hits/throws it?
Accessories/ Attachments
• No matter what you want to do with the iPad there is an
app and accessory to do the job!
• www.apple.com/ipad/accessories
References
• Edyburn, D. L. (2013). Critical Issues in Advancing the Special Education Technology Evidence Base.
Exceptional Children, 80(1), 7-24.
• (iPads & autism, 2012)
• Murdock, L. C., Ganz, J., & Crittendon, J. (2013). Use of an iPad play story to increase play dialogue of
preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(9), 21742189.
• Roth, K. (2013). Adapt with apps. Journal of Physical Education, Recreation, and Dance, 84(2), 4-6.
• Ryndak, D., Jackson, L.B., & White, J. M. (2013) Involvement and Progress in the General Curriculum for
Students With Extensive Support Needs: K–12 Inclusive-Education Research and Implications for the
Future. Inclusion: June 2013, Vol. 1, No. 1, pp. 28-49.
• Siegle, D. (2013). iPads: Intuitive technology for 21st-century students. Gifted Child Today, 36(2), 146-150.
• van der Meer, L., Kagohara, D., Achmadi, D., Green, V. A., Herrington, C., Sigafoos, J., O’Reilly, M. F.,
Lancioni, G. E., Lang, R., & Rispoli, M. (2011). Teaching Functional Use of an iPod-Based SpeechGenerating Device to Individuals with Developmental Disabilities. Journal Of Special Education Technology,
26(3), 1-11.
• http://www.myasdf.org/site/media-center/articles/why-the-ipad-is-such-a-helpful-learning-tool-for-children-
with-autism/