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One of the most well known methods for working with students who are non-verbal is the Picture Exchange Communication System, or PECS.  According to the PECS website, “PECS was developed in 1985 as a unique augmentative/alternative communication intervention package for individuals with autism spectrum disorder and related developmental disabilities.”  As the name suggest, PECS begins by having students exchange pictures to request a desired item from a communication partner.

Recently a meta-analysis was conducted by Flippin, Reszka and Watson (see full citation below) to examine the effectiveness of PECS for students with autism spectrum disorders.  Overall they found that “ Results indicated that PECS is a promising but not yet established evidence-based intervention for facilitating communication in children with ASD ages 1–11 years.”  Specifically, here are a few things I took away from the article:

• The publication mentions several reports that suggest that PECS has increased functional communication in students with ASD in a relatively short time period.  While this is good to note, the article makes the point that while positive, these reports lack evidence.
• There are enough articles mentioned throughout the publication that will keep any researcher busy for some time, but the most common outcome from referenced studies was the success in increasing students’ ability to request items.  While this is far from what one would  consider to be proficient communication skills, it is never the less a positive result that data clearly indicates is capable with PECS.
• Some studies referenced did demonstrate an increase in communication.  Some of these were said to have treatment fidelity (meaning that it was clearly demonstrated that PECS was implemented correctly) while others did not.
• Data is limited for the maintenance phase (ability to continue effectively using PECS after training) and the generalization phase (using PECS effectively in other settings).

Anyone using PECS or working with students with ASD and communication delays should read this article.  It is titled “Effectiveness of the Picture Exchange Communication System (PECS) on Communication and Speech for Children With Autism Spectrum Disorders: A Meta-Analysis” by Flippin, Reszka and Watson in the American Journal of Speech-Language Pathology, May 2010.

It is important that classroom teachers as well as AT specialists and other related service providers are familiar with what the research says.  While this article demonstrates the effectiveness of PECS for requesting items, it gives concern for having expectations past this, or for assuming that a student will maintain progress once training stops.

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I use TechSmith programs often.  You may not be familiar with the company, but I bet that you have heard of some of the products they offer such as:

• Camtasia – Create high quality screen videos in many different formats
• Jing – Free site that allows you to create screen videos and images to share
• SnagIt – Advanced Screen Capturing Software
• Screencast.com – Site that allows you to upload and store videos, documents and more from any platform.  Limited storage is free, reasonable prices for upgrades.

• ScreenChomp – ScreenChomp allows you to create quick and easy video tutorials on your iPad.  It consists of a whiteboard, markers and several editing features.  You can create a tutorial and upload for others to view online in minutes.  And it’s free!

• Coach’s Eye – This one is obviously geared for coaches who want to video players, then review the video in slow motion and add audio and drawn comments.  However, this same app could be used for tons of educational purposes such as professional development feedback, video self modeling, student projects and more.  This app is for the iPhone or iPod Touch. Cost is $4.99 in the app store at the time of this writing.

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The use of graphic organizers in classrooms have been shown to be an effective practice for some time now.  Graphic organizers can be anything from a Venn diagram or KWL chart to an interactive web based support.  These types of supports help students make previously invisible connections visible.  Now before you get too excited, there isn’t any evidence that I am aware of that says if you walk into a classroom, hand out a “graphic organizer” worksheet and walk away that you will see a bump in achievement.  The goal here is to increase engagement, not bore kids to death.

So keeping engagement in mind, there is a particular type of graphic organizer that you may find beneficial: Time-lines.  Commonplace in many classrooms, time lines are created to show events, outline a story, develop a family tree and much more.  While this can all be done with paper and pencil or arts and crafts, web based software now allows students to not only add much more information to time lines, but also collaborate on them with other students, embed in blogs and forward out to others.

A few sites to check out that allow you to develop these types of time lines for free include:

• www.dipity.com
• www.tiki-toki.com
• www.timeglider.com

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Are you a visual learner?  If not, maybe you are more auditory or kinesthetic?  If you are not sure, don’t worry because there is no shortage of websites or preference assessments you can purchase that will help you determine what type of learner you are.

I bring this up because learning style preference assessments are nothing new.  I remember when I first started in the field of Universal Design for Learning these were common amenities used to help determine the best way to present information to your students.  I recently just deleted a post on this blog from a couple years ago that listed free preference assessments you could find online.

Here’s the problem… According to a recent literature review published  in Psychological Science in the Public Interest, “there is no adequate evidence base to justify incorporating learning styles assessments into general education practice.”

This will come as a shocker to many of you.  It did for me.  But this is a great example of what happens in classrooms everyday.  We continue to do things others have done because we assume it works or because it is what we did when we were in school.  You will probably want to take the time to read through this article yourself.  It is simply titled “Learning Styles, Concepts and Evidence” by Pashler, et. al.  A couple of the main takeaways for me include:

• There are tons of studies that reference learning styles, however, “very few have included methodology capable of testing the validity of learning styles.”  So even it you read something discussing how important learning styles are, it wasn’t likely from a strongly run study.

• They are quick to mention the difference between preference and disability.  Most learning styles assessments involve preferences, where students say they prefer one method over the other.  This is different than using visual or auditory supports with students because of a disability.

I hope you give the article a read.  Whether you agree with it or not, it has been a great discussion point at sessions I present because it forces folks to really think about why they are doing what they are doing in schools and classrooms.

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Definitions are funny things sometimes. For example, if there is a student with a disability in my classroom and she receives an iPod Touch to help with basic study and time management skills, she has assistive technology. However, if everyone in the class has an iPod Touch it is instructional technology. That just seems odd…

I work quite a bit in co-taught classrooms that have a mixture of students with and without disabilities.  What’s interesting is that if I can introduce a new technology to these students, such as iPods or a Smartboard, all kids benefit. A student with a disability may use it to increase communication while a student on the advanced placement track may use it to move onto more advanced content.

Having said this, it is important to realize that just because you put technology in a classroom that achievement doesn’t automatically increase. I’ve yet to find a device that makes a person smarter, but I’ve found plenty that makes instruction more efficient and engaging. For real change to occur, in addition to the technology, you need a teacher with an open mind that is willing to experiment and that will take the time to learn what works and what doesn’t.

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I’ve been messing with VoiceThread quite a bit lately and thought it would be a good time to post something about it.  An article in the March/April 2011 edition of Teaching Exceptional Children through CEC provides several practical ways to integrate it into a classroom setting, so I recommend you have a look at it as well.

Basically VoiceThread is another one of those web 2.0 technologies.  By definition, web 2.0 technologies allow for a 2 way flow of communication.  In other words, instead of a typical web page that provides information, web 2.0 sites also allow the page visitor to add their own ideas.   I suppose this could be a positive or negative thing.

The benefit of VoiceThread is that it creates an interactive discussion board.  You may have taken place in a discussion board in an online class before.  These are typically dominated by text and the occasional attachment.  VoiceThread is different however.  You start by uploading documents, images, videos, powerpoints or other media in your voicethread account.  This information is then posted online and you can provide a link to “collaborators” who you want to participate in your thread.  How collaborators participate in your thread is another nice feature.  Instead of just adding text, they can draw, type, add video, or record audio to the thread.  This creates a highly interactive environment.

There are an unlimited number of ways this can be used in the classroom, but in general any teacher can upload some images, videos and documents on voicethread and invite students to interact.  Students can have their own account, or the teacher can create multiple identities so that students do not have to create an account (great for students who may not have email).  From a Universal Design for Learning perspective, this increases engagement, supports multiple learning styles and offers numerous instructional supports (record your thoughts instead of typing them for example).  VoiceThread is also a great way to have students continue working on projects outside of the classroom.  There’s nothing to install and all that is required is a computer and internet connection.

For more information, check out www.voicethread.com.  They have how to videos and one-pagers dealing with a variety of topics and uses.

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If you can’t tell from the name of this blog, I’m big on Universal Design for Learning.  The first principle of UDL is Multiple Means of Representation.  We have known for some time now that stand and deliver lecture is the primary way content is delivered in Middle and High Schools.  If we are lucky, many times this is mixed with PowerPoint or the occasional video.  Well, recently a literacy consultant told me to check out Flocabulary and let’s just say I am impressed.

Flocabulary uses  very high quality hip-hop music to explain concepts.  Hip-Hop music is popular among students, and it is very cool to see how engaged they become with the content when it is presented in this fashion.  In addition to the music, the lyrics are available in print and there are other activities and workbooks that accompany each song.

So if you haven’t already, check out Flocabulary.com today.  Many of the resources are free, but there is a paid option as well.

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I like this post from Marc Rosenberg on Learning Solutions Magazine’s website.  It covers a topic that I think about often when delivering training in schools.  Specifically, does technology help with effective instruction in schools?  I like to think that it does, but only if it is used appropriately.  This seems to be what the article suggests and Marc offers 8 suggestions that you (the parent, the business person, the techie teacher, etc…) can do to help.

A colleague and I have been saying for some time now that cool technology + poor instruction = poor academic outcomes (and lots of wasted money).  How do we overcome this?  First, we need to make sure teachers are trained and armed with tons of research based teaching strategies.  Only then can we expect them to use the strategies with technology.

Once we are sure educators are comfortable with the strategies, we start to slowly introduce new technology.  When I say introduce, I do not mean hook a smartboard up in the classroom and leave.  I mean start with one piece of technology (like a smartboard), train the teacher how to use the technology, then how to integrate it with the instructional strategies.  Be sure to give adequate time to practice and follow up with them on a weekly basis to ensure it is working out.  Once this piece of technology is mastered, consider introducing something new.

This isn’t rocket science, but I can’t count the number of “smart” classrooms I’ve come across over the last couple of years.  These classrooms have the latest technology, but few know how to use any of it and even fewer understand how to integrate it with sound instructional strategies.   And this is not a knock on teachers.  If they are not trained appropriately, how can we expect them to use it effectively?