Friday, February 17, 2017

Visuals and Movement are Key to Science-based Language

This website is 7 years old this month! Wow, another blog-iversary! I am always grateful for the connections and opportunities that have come from writing here, as well as the sense that I am doing something to help students with social and language learning issues. Thanks for reading! I'm taking off for school vacation next week, so see you in March.

I meet with a middle school student weekly for language therapy, working on narrative and expository language comprehension, vocabulary, and reading comprehension (via Visualizing and Verbalizing® and other techniques). I try also as much as possible to incorporate his texts and assignments to make the time seem worthwhile to him, and to apply strategies to the academic contexts that are useful to him (and to keeping up his grades)!

We often choose science assignments as a context, as weekly he has to complete activities like reading a chapter and "taking notes." Applying expository text structures (list, sequence, description, compare-contrast, cause effect) and practicing his ability to talk through text features (e.g. headings, figures, photos, sidebars, captions) here have helped the student, as does the work of Fang (2012) who outlined how science texts have tons of:

-Nominalization (e.g. “failure, evaporation, safeguarding”) and technical vocabulary, so we work on making connections to known words and
-Complicated noun phrases to break down: “The conversion of stored potential energy into kinetic energy can also be harnessed to power homes, factories and entire cities.” What’s converted? Energy. What kind of energy? Potential energy. What else do we know about the potential energy? It’s stored potential energy. Etc.

Doodle Buddy is a great, engaging way to write out and break down words and phrases like the above.

Besides these structural strategies, my student has benefited from using tech resources that provide visuals to scaffold the meaning of these complicated science passages. A few I have utilized on-the-fly when I knew he wasn't "getting it" include:

BrainPop: If you have school access, this resource is the best. You can log in with school subscription to the website or app and check out a 3-minute animated video on just about any relevant topic.

TED-Ed: Like its grownup counterpart, TED-Ed embeds key science or social studies concepts in a larger, practical discussion, which can be good for making pragmatic connections. I'd recommend a quick Google search to see if there is a video that would visualize a concept, rather than searching the site. This is how I found this great explanation of models of light, which frankly we were both struggling with based on the examples in the student's textbook.

TED-Ed video showing light behaving as waves.
In a pinch, whiteboard-like videos like those available at The Science Classroom do a good job of making a topic more visual and showing movement (i.e. sequence) where it is relevant.

Fang's article is great to check out for applying strategies to contextual work with students, particularly adolescents:
Fang, Z. (2012). Language correlates of disciplinary literacy. Topics in Language Disorders, 32 (1), 19-34.

Thursday, February 9, 2017

Paper>Digital Paper>Annotated Paper

It used to be that taking the paper out of the "worksheet" equation involved several apps, usually at cost- one to scan and one to "annotate" or write/draw on the paper.  This process is a helpful one to know about because a) students can be more engaged in completing work electronically b) presenting paper in an electronic form can be important as an accommodation (e.g. because of difficulty writing or the need for speech-to-text or text-to-speech).

I recently was pleasantly surprised to notice that Adobe Acrobat Reader for iPad (free) has been updated to do it all- scan a piece of paper and allow you to draw or write on it. You can then share the completed work to Google Drive or other locations.



Unfortunately, this is another instance where iPad 2s are not supported for the latest version (and the scanning feature of this app), so see some iOS 10 blah blah blah here.

Friday, January 27, 2017

Practice Following Directions with Scratch Jr.

I've mentioned before that following directions (written or oral) is an oft-needed but not so engaging goal to address. Scratch Jr. is a free app that, like its senior (mentioned here and here) was created to teach coding and programming to youngsters. These applications use object-oriented codes that are simple to put together and work a lot like LEGOs.

A great way to start with Scratch Jr., and one in which you'll instantly see the potential for working on following directions and sequencing, is to use the intro activities. For example, students need to follow a few steps to make a car drive across the screen--a surprisingly thrilling activity for the class in which I conducted this lesson. The developers give you a great quick guide if you want to learn your way around the app first.

This simple program makes the car drive across the screen.

After using Scratch Jr., you'll likely find all sorts of contexts for it. A first grade teacher I worked with had her students program how baby polar bears "trail" their mothers, thus integrating work in following directions, coding, and science concepts. The variety of backgrounds and characters suggests potential for storytelling work as well, and these can be drawn, leading to limitless contexts. Students can also be encouraged to use strategies such as re-verbalizing directions and visualizing as I discussed in this post.

You can also create direction sheets of your own with or without text by screenshotting steps and then assembling them in Pic Collage, as I did below. In making a math "game," I encouraged the students to verbally mediate the pictured steps as is important when approaching picture sequencing tasks.


Working on skills in this context, you'll also know you are helping to address technology standards and perhaps starting to prepare your students for a career in programming!

Saturday, January 14, 2017

Annotating Photos in iOS 10

Annotating a photo, or marking it up with text, highlights or shapes has many uses in language, social and executive function therapy. I have previously written about this topic with regard to Skitch. So, Skitch is no more, and though its functions were incorporated in Evernote, getting to them is almost too complicated to talk about here. The good news is that you can now annotate photos without a specialized app, because these features have been added to the Photos app for iPad and iPhone.

But first, some bad news. These features are part of iOS 10, which came out this past fall and was where Apple finally drew the line on the iPad 2. The iPad 2, now a 5 year-old line, cannot be updated to the latest version of the operating system. So...if you want to continue to be able to ride the tech train and you have an iPad 2, you might want to consider an upgrade. Not only for features available on the newest operating system, but also because as your operating system falls behind, so will your apps, and you'll soon find yourself not being able to install certain apps as they come out. I recommend the Gazelle service, which provides you with cash for trade-ins of old devices. The iPad Air 2 is a good model for clinicians to consider.

How to find out what model iPad you have.

How to find out what operating system version you are running.

How to update your iPad operating system.

Once you are up to date with iOS 10, you'll be able to annotate photos right in the Photos app. This will apply to photos you take with the camera or photos you save from Safari. Searching and saving photos from Safari brings you endless contexts for therapy, including finding images that scaffold language about curriculum topics.

Once you take or find an image you would like to add words or annotation to, you might first want to duplicate it. This would allow you to save the original and annotate a duplicate--especially useful if you may want to complete the same activity with multiple groups.

To Duplicate a photo, view it in the Photos app and tap the "Share Square."


Then tap Duplicate.


Now you will have two versions of the image, one of which you can annotate. To get started marking up the image, tap the "sliders" Edit icon in the upper right corner (next to Details). At the bottom of the menu on the left, tap the "..." icon, then Markup.


From there it is pretty self explanatory--you can familiarize yourself with the bottom menu, and how to add pen marks, change color and line thickness, add text and change its color, size and font.


In this case I was using this feature to make a visual activity with students before we took a community trip to 7-11 to get a snack. The activity aligned with Sarah Ward and Kristen Jacobsen's situational awareness "STOP" acronym-- Space, Time, Objects and People.

For more ideas on annotating photos, you can check out my linked article in the first paragraph of this post. Those ideas pertained to Skitch, but you can now do them right in the Photos app with iOS 10.

Friday, January 6, 2017

Developing Categories with Toca Life Apps

In a recent post for Mindwing Concepts, I described and demonstrated how the various contexts within the Toca Life apps, specifically Toca Life: Farm ($2.99, also available for other platforms), can be used to build narrative language skills. I have recently been using these versatile sandbox apps in other ways, including targeting category development. If you are working in the school setting, especially, working in context just makes sense. Doing so allows you to tie in with classroom topics (in this case, the basics of plant life cycles and animal biology) and sync with the topics of picture books. This practice is also supported by emerging research; Gillam & Gillam (2012) conducted a study that "revealed signs of efficacy in an intervention approach in which clinicians treated multiple linguistic targets using meaningful activities with high levels of topic continuity."

Toca Life: Farm includes scenes such as a field, barn, farmhouse and farm store, each containing movable items in a variety of basic and more abstract categories relevant to the context. Just a few I have noted and used include:

Field: fruit, vegetables, tools, containers, vehicles, ways to water plants
Barn: animals, tools, machines, cleaning items, containers for plants
Farmhouse: rooms, furniture, meats, grains, vegetables, fruit, spices/condiments, school supplies, personal care items appliances, clothing, musical instruments
Store: food categories, dry goods/refrigerated items, containers, as well as a fabulous machine that allows you to "make" products, e.g. items made from milk

Field Scene

Farm Store Scene with Machine

In context you can approach this to target both receptive and expressive categories with students:
"Can you gather 3 tools we need for planting?"
"I just had the girl sit on the chair, bed, and then couch. What category are all these in?"

Check out this and other Toca Life apps (see the Toca Boca website to start) to develop contextual storytelling and semantic skills.

Gillam, S.L., Gillam, R.B., & Reece, K. (2012). Language Outcomes of Contextualized and Decontextualized Language Intervention: Results of an Early Efficacy Study. Language, Speech, and Hearing Services in Schools, 43(3), 276-291.

Disclosure: author is a paid consultant for Mindwing Concepts, Inc to provide blog and presentation content.

Thursday, December 29, 2016

2016 Top 5

I hope you all have a Happy New Year! Here are the top-five read posts from 2016:

Target Conversational Behaviors and Scripts with Plotagon

Valentine to Doodle Buddy series Part 1, 2, 3, 4

Readworks Provides Access to Handy Text Passages (note that there is now also a Readworks Digital which is more accessible/engaging on devices)

Google Apps: Collaboration, Consultation, and Supervision

Enter Vacation Mode with Toca Life: Vacation

See you all in 2017!

Wednesday, December 21, 2016

Tech-ing up Communication Books

I read a helpful post this week on Edutopia- 15 Questions to Replace "How was School Today?", which I think is a good resource to share with parents. It is often a concern of parents of children receiving speech and language services that their kids seem not to be able to answer this question, and the post provides a) the important perspective that many typical kids struggle (or refuse) to respond to the question and b) good ways to scaffold and break it down to focus on more specific topics.

The post got me thinking, however, about the practice of using a home-school communication notebook to facilitate these kinds of discussions (and monitoring other issues) for some students. Although I'm not in the day to day of being involved in this communication in the school setting currently, I remember being so, and I wondered, why does that have to be a notebook, which:
-is a physical object that needs to be found by multiple people on both sides and
-cannot easily contain photos, which are a terrific scaffold to get kids to talk about their day (color printing is very expensive and involves a number of steps).

In my consultation work with groups and at a few schools, I have been working with teachers to explore more and varied uses of simple tools like Google Docs, which it seems would address the above problems. Google Docs is available so many ways I am not going to provide a link (via the web or apps for any device) and most districts provide accounts to educators. Via an in-person discussion, this idea could easily be floated to parents and a document created and shared on the spot for training (maybe make a new doc every month so they don't get too long). A format can be agreed upon (e.g. for separating dates, class, or service delivery entries) the use of comments encouraged, and conventions to preserve confidentiality according to district standards can be ironed out.

In addressing the two issues above, all service providers can have access to the docs-based "notebook" from any device, so they don't have to go hunting for it during a busy day. And the best part, just tap the + button within a document from the mobile device app, then Image, and you can photograph any context throughout the day. If appropriate, you can have the student work on writing the captions!

Google Docs app on iPhone, identical features available on iPad

So, are you using Google Apps for parent communication? What successes or difficulties have you encountered?

Monday, December 12, 2016

ICYMI

In case you missed it, some recent posts for Mindwing Concepts about narrative, expository language and social cognition, and app integration columns for ASHA Leader:

Tech Tuesday: Recommending “YouCue Feelings” by Dr. Anna Vagin

Tech Tuesday: Spooky Stories!

Tech Tuesday: Build a Story with LEGO, Part 2

Tech Tuesday: Build a Story with LEGO, Part 1

Tech Tuesday: Play with Stories!

App-Titude: Apps to Get them Chatting

App-Titude: Welcome to Social Studies

App-Titude: Convention Edition

App-Titude: A Counselor in Clients' Pockets

Monday, December 5, 2016

Using Google Slides in Language Intervention

ASHA 2016 in Philly was a whirlwind, and given a few other busy weeks following it, I am still sort of flummoxed that it has come and gone! I enjoyed presenting with Nathan Curtis and Amy Reid of Waldo County General Hospital in Maine on resources that can be used for co-engagement and co-creation in interventions both in-person and via telepractice. One of the resources we discussed was Google Slides, which is part of your Google Apps available through personal or school accounts, and I wanted to share a video I made demonstrating some possibilities:

(email subscribers please click through to the post in order to see the video)



Some main points here:
-Google Slides is a free tool you can access from your Drive page, just click New to start a new slide series.
-The tool can be used like a Book Creator (in fact, like the Book Creator app itself) to combine pictures and text to make a "book"- think a repeated line book or any book used to convey a narratiev or expository topic.
-The Explore tool under Tools>Explore allows you to search for images and simply drag them into the presentation (these are copyright-friendly)
-One advantage of Slides particularly for telepractice is that you can share the file with anyone with a google account and they can continue working on it.
-You can create and edit Slides presentations from the iPad as well, but the Explore feature to search images is not available (you'd have to leave the app, go to Safari, search and save images to add).
-Check out this post for good ideas on how to use Google Slides in "unusual" ways!

Monday, November 7, 2016

Come See Me at ASHA 16!

I have an insanely busy few weeks...hope to see some of you at ASHA 16 in Philly!

Here's the info:


Presenter(s) (click the names to view bios and disclosures):
Sean Sweeney, The Ely Ctr, LLC/SpeechTechie.com (presenting author) |View Advance Handout

Instructional Level: Introductory Read more
Abstract Type: Professional Education Read more

Abstract:
Another “sequel” to this presentation with installments at ASHA 2012-2015 brings all-new pairings of picture books and inexpensive, easy-to use apps with suggestions for interventions. The presentation provides research-supported strategies for contextual language therapy, blending picture books with apps for visual, interactive, and curriculum-related post-reading activities targeting specific objectives.

Speech-Language Pathology Topic Area: Language and Learning in School-Age Children and Adolescents
Learner Outcomes:
Learner Outcome 1: Identify 3 picture books with intervention-related language structures and contexts within text and illustrations
Learner Outcome 2: Evaluate 3 apps for key features indicating applicability in language interventions

Learner Outcome 3: Describe session plans pairing books and apps based on contextual congruence

To be honest, doing a tech presentation as a poster is not ideal, but I did my best to translate this topic into a visual format. Come check it out and I will also be providing a link to the previous 4 years of book and app pairings...a trove of ideas!

Session Code: 1438
Title: Building Language & Literacy Skills in Telepractice: Combining Routines, Authentic Materials & Client Engagement
Day: Friday, November 18, 2016 Time: 1:00 PM - 3:00 PM
Location: Pennsylvania Convention Center Room: 105AB
Session Format: Seminar 2-hours PDH(s): 2 Hrs

Presenter(s) (click the names to view bios and disclosures):
Nathan Curtis, Waldo County General Hosp (presenting author) |No Advance Handout Uploaded
Sean Sweeney, Ely Ctr (presenting author) |No Advance Handout Uploaded
Amy Reid, Waldo County General Hosp (presenting author) |View Advance Handout

Instructional Level: Intermediate Read more
Abstract Type: Professional Education Read more

Abstract:
Utilizing technology to co-create contextual materials within telepractice or in-person therapies facilitates engagement and additional opportunities to practice targeted language and literacy skills. This presentation demonstrates examples of integrating routines with authentic materials for preschool to secondary students to maximize outcomes. Participants will leave with resources and ideas for implementation.

Session Chair: N/A
General Interest Topic Area: Telepractice
Learner Outcomes:
Learner Outcome 1: List three types of language and literacy routines for use in telepractice sessions
Learner Outcome 2: Describe three engagement techniques to support language and literacy activities in telepractice sessions
Learner Outcome 3: State four app and web-based resources that can support language and literacy skills within telepractice

I do in-person therapy, but as a tech specialist have had a wonderful collaboration with the experts at Waldo Country General in Maine. I loved working with Amy and Nathan on this presentation. Note that the ideas discussed and apps, websites, and clinical routines demonstrated will be applicable to in-person therapy as well...



 
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