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Fine Motor Adaptations for Marcia Chance

Fine Motor Adaptations for Marcia Chance. Why does Marcia need adaptations?. Broun, 2009 multiple studies have shown that there are “neurological abnormalities that may cause differences in their movements and execution of motor tasks” (Broun, 2009, p.15).

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Fine Motor Adaptations for Marcia Chance

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  1. Fine Motor Adaptations forMarcia Chance

  2. Why does Marcia need adaptations? Broun, 2009 multiple studies have shown that there are “neurological abnormalities that may cause differences in their movements and execution of motor tasks” (Broun, 2009, p.15). people with autism may spend much of their energy on the physical process of writing instead of written expression recommendation to use computers as an adaptation Co:writer would reduce the amount of fine motor energy exerted

  3. General Classroom Adaptations Reaven, 2009 • introducing new concepts: multiple choice questions and written worksheets • focus on creative strengths: drawing, etc. • frequent review of concepts • video modeling of difficult concepts

  4. General Classroom Adaptations Cole, Horvath, Chapman, Deschenes, Ebeling & Sprague, 2000 • reduce length or simplify assignment • spelling is not graded • copies of notes from peers • mark number of correct items • no re-writing

  5. Co:Writer Co:writer is a word prediction computer software program (www.donjohnston.com) three types of word prediction: - word completion - bigram/trigram prediction - linguistic word prediction

  6. Flexspell word prediction is based on phonetic spelling research has been done on common phonetic spelling errors of struggling writers

  7. Dictionaries largest dictionary has over 40, 000 words 5 dictionaries - main dictionary - collected words dictionary - writer’s personal dictionary - topic dictionary - eWord bank

  8. Why would we use this software for Marcia? Mirenda & Turoldo, 2006 increase the amount of words spelled correctly (decrease frustration) improved legibility (unnecessary to erase messy work) the proportion of proper word sequences improved increase her motivation to write

  9. Why would we use this software for Marcia? Mezei & Heller, 2005 increase in typing rate (less likely to fall behind peers) increase the amount of words spelled correctly (decrease frustration) Tumlin & Heller, 2004 small overall increase in typing rate increase in the amount of words spelled correctly in 2 out of 4 subjects

  10. Dragon Naturally Speaking speech recognition software developed by Nuance Communications Main Features: dictation - Spoken words are converted to written text controls - Spoken words are used as commands text-to-speech - Written words are converted into audio

  11. Main features continued… dictate into a word processor, e-mail or other programs activating/de-activating the microphone – “wake up” or “go to sleep” “scratch that” deletes the most recent speech that has been inputted “new line” or “move to”

  12. Features continued… Editing: edit text - state “select that” to highlight desired passage quick correct menu - examples of possible substitutions for editing purposes Grammar: autopunctuation - commas and periods are placed automatically punctuation - placed after specific voice commands (e.g. “exclamation mark”, “open quote” or “apostrophe” formatting – “tab key”, “new paragraph” or “bold that”

  13. Why would we use this software for Marcia? Reaven, 2009 individuals with autism’s anxiety may cause fatigue and sleep disturbances which reduces attendance Nuance communications state that a 900 word essay could be dictated in 6 minutes tendency for perfectionism in ASD editing feature would enable her to select from several different options to edit text to her high standards

  14. Why would we use this software with Marcia? Gardner, 2008 Literature Review: Study #1 – 1999 individuals with difficulties writing were able to write longer, more complete written passages Study #2 - 2000 speech recognition software benefits: increased vocabulary, less focus on spelling and greater attention to ideas (written quality)

  15. Why would we use this software for Marcia? Gardner, 2008 writing involves physical stamina students with cognitive difficulties and fine motor issues may have problems with organization and correcting errors individuals with writing difficulties may be embarrassed by the formation of their letters and spelling errors anxiety over the mechanics of writing may effect the quality of their writing

  16. Resources • AnxietyBC • www.anxietybc.com • Steps to PMR procedure: www.anxietybc.com/resources/pdfs/MuscleRelaxation.pdf • Autism Community Training (ACT) • www.actcommunity.net • Popard • www.autismoutreach.ca • SET-BC • www.setbc.org • The Gray Center • www.thegraycenter.org/

  17. References Association of Psychologist of Nova Scotia . (2004). Psychology works for obsessive compulsive disorder (OCD): APNS. Retrieved from http://www.apns.ca/prob_OCD.html Attwood, T., (2004). Exploring feelings: Cognitive behavior therapy to manage anxiety. Arlington: TX. Future Horizons Inc. Adaptive Technology Resource Centre. (2010). Dragon naturally speaking features. Retrieved from http://atrc.utoronto.ca /index.php?option=com_content&task=view&id=130&Itemid=48 Anderson, C.,M., & Kincaid, D., (2005). Applying behavioural analysis to school violence and discipline problems; Schoolwide positive behavior support. The behaviour Analyst, 28, 49-63. Broun, L. (2009). Take the pencil out of the process. TEACHING Exceptional Children, 42(1), 14-21. Retrieved from http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm Carr, E., Dunlap, G., Horner, R., Koegel, R., Turnbull, A., Sailor, W., Anderson, J., Albin, R., Koegel, L., & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4, 4-16. Cole, S., Horvath, B., Chapman, C., Deschenes, C., Ebeling, D.G. & Sprague, J. (2000). Adapting curriculum and instruction in inclusive classrooms: A teacher’s desk reference. Bloomington, IN: Indiana Institute on Disability and Community Crozier, S., & Sileo, N. (2005). Encouraging positive behavior through social stories. Teaching Exceptional Children, 37, 26-31. Dunlap, G., Harrower, J., & Fox, L. (2005). Understanding the environmental determinants of problem behavior. In L, Bambara and L. Kern (Eds.) Individualized supports for students with problem behavior (pp. 25-46). NY: Guildford Press. Farrugia, S. & Hudson, J. (2006). Anxiety in adolescents with asperger syndrome: Negative thoughts, behavioral problems, and life interference. Focus on Autism and Other Developmental Disabilities, 21(1), 25-35. Gardner, T. (2008). Speech recognition for students with disabilities in writing. Physical Disabilities: Education and Related Services, 26(2), 43-53. Retrieved from http://www.cec.sped.org/Content/NavigationMenu/AboutCEC/Communities/ Divisions/Division_for_Physical_and_Health_Disabilities_DPHD.htm

  18. References Halle, J., Bambara, L. M., & Reichle, J. (2005). Teaching alternative skills. In L. M. Bambara & L. Kern (Eds.), Individualized supports for students with problem behavior: Designing positie behavior support plans, (pp. 237- 273). New York: Guilford Press. Hutchins, T. L., & Prelock, P. A. (2006). Using social stories and comic strip conversations to promote socially valid outcomes for children with autism. Seminars in Speech and Language, 27, 47-59. Johnston, D. (2009). Word prediction – what’s good enough? Retrieved from http://donjohnston.com Kuoch, H., Mirenda, P. (2003). Social story interventions for young children with autism spectrum disorders. Focus on Autism and Other Developmenal Disabilities, 14, 219-228. Levine, M. (1994). Educational care: A system for understanding and helping children with learning problems at home and in school. Cambridge, Massachusettes: Educators Publishing Service, Inc. Lucyshyn, J. M. (2010). Person-centred planning [Class handout]. Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Vancouver, Canada Mezei, P., & Heller, K.W. (2005). Evaluating word prediction software for students with physical disabilities. Physical Disabilities: Education and Related Services, 23(2), 93-113. Retrieved from http://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=EJ842009&site=ehost-live Mirenda, P., & Turoldo, K. (2006). The impact of word prediction software on the written output of students with physical disabilities. Journal of Special Education Technology, 21(3), 5-11. Retrieved from ERIC database. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ767710&site=ehost-live. O’Connor, E. (2009). The use of social story DVDs to reduce anxiety levels: A case study of a child with autism and learning disabilities. Support for Learning, 24, 133-136. Ooi, Y. P., Lam, C. M., Tan, W. T. S., Goh, T. J., Fung, D. S. S., Pathy, P., Ang, R. P., Chua, A. (2008) Effectives of cognitive-behavioural therapy on anxiety for children with high-functioning autistic spectrum disorder. Singapore Medical Journal, 49, 215-220.

  19. References Quirmbach, L. M., Lincoln, A. J., Feinberg-Gizzo, M. J., Ingersoll, B. R., Andrews, S. M. (2009). Social stories: Mechanisms of effectiveness in increasing game play skills in children diagnosed with autism spectrum disorder using a pretest posttest repeated measured randomized control group design. Journal of Autism and Developmental Disorders, 39, 299-321. Perry, A. & Condillac, R. (2003). Evidence-based practices for children and adolescents with autism spectrum disorders: Review of the literature and practical guide. Toronto, Ontario, Canada: Children's Mental Health Ontario. Reaven, J. (2009). Children with high-functioning autism spectrum disorders and co-occuring anxiety symptoms: Implications for assessment and treatment. Journal for Specialists in Pediatric Nursing, 14(3), 192-199. Ryan, K. (2005). Dragon naturally speaking basics. Retrieved from http://www.setbc.org/download/LearningCentre/Access/ dragon_naturally_speaking_basics.pdf Soares, D. A., Vannest, K. J., & Harrison, J. (2009). Computer aided self-monitoring to increase academic production and reduce self-injurious behavior in a child with autism. Behavioural Intervention, 24, 171-183. Sofronoff, K., Attwood, T., & Hinton, S. (2005). A randomised controlled trial of a CBT intervention for anxiety in children with Asperger syndrome. Journal of Child Psychology and Psychiatry, 46, 1152-1160. Sze, K. & Wood, J. (2007). Cognitive behavioral treatment of comorbid anxiety disorders and social difficulties in children with high-functioning autism: A case report. Journal of Contemporary Psychotherapy, 37,133-143 Tumlin, J., & Heller, K.W. (2004). Using word prediction software to increase typing fluency with students with physical disabilities. Journal of Special Education Technology, 19(3), 5-14. Retrieved from http://jset.unlv.edu Zipkin, D. (1985) Relaxation techniques for handcapped children: A review of literature. The Journal of Special Education, 19, 283-289.

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