Shannon Collins & Angie Sterling-Orth – Evidence-based iPad ® Interventions for Speech-Language & Special Education Services

Course Description

Shannon Collins & Angie Sterling-Orth – Evidence-based iPad ® Interventions for Speech-Language & Special Education Services

Shannon Collins & Angie Sterling-Orth – Evidence-based iPad ® Interventions for Speech-Language & Special Education Services

• Evidence-based use of iPad ® for improved speech and language, literacy, communication, social skills, executive function and more
• Increase acquisition and mastery of skills through Apps individualized for students
• Use Apps to enhance delivery services and teaching-learning contexts
• Heighten student motivation on a daily basis
• Walk away with your iPad ® plan in place

Revolutionize your traditional therapy practices and use the iPad ® to implement Universal Design for Learning across the disorder categories. Explore applications and techniques, making connections to evidence to support their use. Cases examples will highlight the relevance of specific techniques for disorder types, such as:

• Articulation
• Receptive/Expressive Language
• Fluency
• Apraxia
• Pragmatics
• AAC
• Phonology
• Functional Communication
• And more!

Increase your students’ mastery of skills by customizing slideshows, card sets, activity boards, and worksheets with images of the student, the setting(s) in their life and the names of siblings/ classmates/pets. Create powerful connections with teachers, parents and caregivers using Apps that provide data-tracking, printing and emailing capabilities and then can be used for repeated exposure or homework practice.

You will develop an action plan to guide future implementation of iPad ® interventions and will learn how to select and evaluate Apps using a rubric. This hands-on program provides opportunities to learn and practice new technical skills that will optimize your use of the iPad ®.

• Describe the key educational and field-specific impacts of the iPad ®.
• Evaluate iPad ® applications using an Application Rubric.
• Demonstrate the use of iPad ® applications for specific speech-language pathology disorder categories with consideration of Universal Design for Learning principles.
• Demonstrate effective teaching approaches for all learners and professionals.
• Access evidence to support use of iPad ® applications.
• Select and evaluate iPad ® applications, connecting them to existing evidence.
• Identify the key essentials of the iPad ®, related peripherals, and the process for managing Apps.

iPad ® Essentials

• Apply principles of Universal Design for Learning (UDL)
• Effective use of technology
• Teaching approaches
• Technical skills on the iPad ®
• Essential iPad ® -extras (peripherals)
• Funding iPads ® and Apps

Evidence-based Use of the iPad ®

• Minimize barriers
• Maximize efficiencies
• Connect games to evidence
• -Quality control tool for evaluating Apps
• Tools to improve access to evidence-based practices

Evidence-based Techniques for

• Articulation
• Apraxia
• Phonology
• Receptive/Expressive Language
• Pragmatics
• Functional Communication
• Fluency
• AAC
• and more!

Evidence-based Approaches to iPad ® Apps

• Play-based practices for speech and language therapy
• Visual/biofeedback for intelligibility work
• Visual tools for social skill development
• Video self-modeling for targeting speech, language and social skills
• Executive function training
• Referential communication strategies for language therapy
• Graphic organizers for literacy development
• Screencasting options for use with all learners and settings
• Aided language stimulation

Hands-on Time with Apps

• Breakout sessions
• Create take-aways