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Transcript of CTEBVI Presentation
Vilay Ortega Paint Sparkles The Cat in the Hat Rainbow Pad Wheels on the Bus Art of Glow Little Bella First Words Baby's Musical Hands Awesome Peekaboo HD Cosmic Top Kids' Song Machine Bubbles Magic Baby Finger HD Fireworks Infant Arcade
For nearly six decades, Junior Blind’s mission has been to help those who are blind, visually impaired or multi-disabled achieve independence. Mission and History Infant & Early Childhood Program Launched in 1983, the Junior Blind's Infant & Early Childhood Program provides comprehensive early intervention services for approximately 450 children, birth through age six, who are multi-disabled and blind or visually impaired
Many children who are diagnosed as "blind" have some functional vision which may include light perception, the ability to see certain colors, etc.
Individual goals are set and subsequent weekly in-home visits introduce activities that build a variety of skills—visual, cognitive, motor, language, social, mobility and others. Since the early 1980s, the Light Box developed by the American Printing House for the Blind (APH) has been a significant tool in working with children with visual impairments and/or multiple disabilities on functional vision tasks. The Light Box Advantages: Perfect tool to assess children's vision, battery powered (external power available)
Disadvantages: Bulky, lack of child interaction, expensive The Light Box The iPhone The iPad The development of the iPad in April of 2010 offered a technological option that was significantly more visually appealing and thus more likely to stimulate visual engagement among children with visual impairments and/or multiple disabilities. The purpose of Junior Blind’s study is to investigate the use of the Apple iPad as a means to strengthen or initiate visual engagement, parental interaction, communication, visual attentiveness, reaching and/or activation among children with visual impairments and/or multiple disabilities. iPad Study We compared data from a sample of 60 children ranging from ages birth to three in a study conducted over a period of six (6) months.
We analyzed the strengths, weaknesses, and limitations of both the APH Light Box and Apple iPad and created an iPad curriculum that suited the children in this population. Employing a six (6) item pretest / post test session, we will analyze the students’ performance doing Apple iPad tasks for three (3) months, following a three (3) month period of APH Light Box use. iPad Study Method Using multiple Apple iPad applications, measured and divided by difficulty and genre, we introduced the Apple iPad as a tool similar to the APH LightBox. (Flores. Auburn researchers using Apple iPads to help children with Autism Spectrum Disorder <http://wireeagle.auburn.edu/news/1642> November 4, 2011), we will use optimum applications that will elicit activation and interaction. iPad Study Method Using similar methods initiated by Cote & Smith (Cote & Smith. Look At Me, College of Optometry Press, Philadelphia, 1982.) We divided our sample into two (2) groups. The control group consisted of 30 students using the APH Light Box for an initial period of three (3) sessions. We monitored, scored, and recorded their interaction with either the iPad or Lightbox in the following areas:
The length of the child’s engagement in the product
The parents’ (or caretakers’) interaction with the child during the session
Ability to activate We collected data after three (3) sessions of 30 minutes each. With that data, we created a baseline.
After recording their baseline, we introduced the Apple iPad for nine (9) sessions.
We monitored, scored, and recorded the length of the child’s engagement in the product, their parents’ (or caretakers’) interaction with the child, their communication, visual attentiveness, reaching, and ability to activate the Apple iPad. iPad Study Method iPad Study Method why we decided to use an apple product The Apple iPad is the perfect tool.
The iPad device emits a light comparable to the APH Light Box.
It has an infinite number of applications and games that can be associated with its platform.
Ergonomically, the device is easy to handle, and it is light weight. Applications that were used in the project were be rated by difficulty and genre.
Specialists were given a list of specific applications in each genre to present to the children in the study.
The applications were divided by genre in folders labeled “Touch”, “Sound”, ”Storybooks” and ”Games”. (Subsequently they will be divided by difficulty within those genres.) The Apple iPad The iPad The Data Sheet Specialists were provided with electronic data sheets to maintain fidelity of information.
The data sheet will allow the specialist to score the session using a drop down list of corresponding responses. (e.g. “Communication – 1) Non responsive 2) Increased Body Movement 3) Actual Sounds – Vocalization 4) Vowel Sounds 5) Clear Verbal Communication”).
Using the rating system, we maintained uniformity and simplicity of data. The data sheet was divided into 12 weeks (12 sessions).
After completion of the six-month study we will compare Apple iPad use to the APH Light Box use. Results Communication 1 - Non Responsive (no response at all)
2 - Increased Body Movement (breathing changes, eyes widening, smiling, etc.)
3 - Actual Sounds - Vocalization (babbling, cooing, laughing, etc)
4 - Vowel sounds -
5 - Clear Verbal Communication (Combination of Vowels to make a word) Results Visual Attentiveness 1 - Non Responsive (No Visual Attentiveness)
2 - Somewhat Responsive (Momentary focus and exploring contents on screen)
3 - Responsive (tracking items on screen horizontally and vertically)
4 - Increased Response (Increase in amount of attention to activity on screen)
5 - Fully Responsive (engaged and fully attentive to activity on screen) Results Reaching 1 - No Response
2 - Some increased hand movements.
3 - Reaching Out (No direction intended)
4 - Hand movements in direction of desired object
5 - Full reaching to desired object (Grasping and/or landing hand on desired object) Activation Results 1 - No Reaction
2 - Activating Object without specific purpose (10-20% of the time)
3 - Activating Object without specific purpose (20-40% of the time)
4 - Activating object with purpose half of the time.
5 - Fully engaged in meaningful activity with object. Results Parent Interaction www.juniorblind.org CTEBVI 2012 Conference -- March 2012 One of the many uses for the light box is for Vision Stimulation. It may be used to teach basic hand-eye coordination and simple matching skills. Results 1 - 0-5 minutes
2 - 5-10 minutes
3 - 10-15 minutes
4 - 15-20 minutes
5 - 20-25 minutes
6 - 25-30 minutes Length of Engagement Percentage of Parents who interacted with their child during session App Store Below is a list of Apps that were most useful to the Study: Communication
First Words Activation
Build it up Reaching
Musical Hands Visual Attentiveness
Close My Eyes So What's Next? The study will continue and more data and findings will be presented during Junior Blind's Professional Development Day in the fall of 2012 For additional Information, please contact Laura Campaña, Director of the Infant & Early Childhood Program, at the Junior Blind of America LCampana@juniorblind.org Phone: (323) 295 6395 In working with our I&ECP families, we first noticed our children reacting to the iPhone applications through feedback from parents and specialists. Listen to Your Heart - composed and performed by Lisa Hilton
The Last Time - composed and performed by Lisa Hilton
B Minor Waltz - composed by Bill Evans, performed by Lisa Hilton Special thanks to Lisa Hilton for Music in this Presentation Credits Prezi & Video edited by J. Calica Songs Used in Presentation