Feb/March 2019 Closing The Gap Resource Directory

Feb/March 2019 Closing The Gap Resource Directory Volume 38, Number 6

Closing The Gap Assistive Technology Resources for Children and Adults with Disabilities February / March, 2019 Volume 37 - Number 6 Solutions ANNUAL RESOURCE DIRECTORY 2019 Edi t ion

A guide to the latest assistive technology products for children and adults with disabilities. It is the culmination of an extensive search for the latest software, hardware and other assistive technology products that are on the market today, as well as their producers.

EDITOR’S NOTE: There is no charge for inclusion in the Resource Directory. Listings are based on editorial questionnaires, phone interviews and materials provided by producers. Listings are not advertisements nor is their inclusion in the Directory an endorsement or guarantee by Closing The Gap. Descriptions are edited materials submitted by producers. They are not product reviews. Information provided is as current as possible at publication time.

STAFF

contents volume 37 | number 6 3

february / march, 2019

Megan Turek ......................................... PRESIDENT Marc Hagen ........................................... VICE PRESIDENT MANAGING EDITOR Becky Hagen.......................................... MEMBERSHIP MANAGER REGISTRATION MANAGER

What Are My Eyes Really Telling You? By Rachell Johnson

30 Language, Actions, and Learning Math By Karen Ross-Brown

Callie Boelter.......................................... SALES & MARKETING

INDIVIDUAL SOLUTIONS MEMBERSHIP Standard Membership 1-yr. $140; 2-yr. $210; Parent $85 Premium Membership 1-yr. $440; 2-yr. $648; Parent $274 GROUP SOLUTIONS MEMBERSHIP Standard and Premium Group options available. SUPPLEMENTAL COLLEGE CURRICULUM – ELECTRONIC TEXTBOOK Instructors receive a complimentary one-year premium membership. Student Membership 1-yr. $85 Standard; 1-yr. $274 Premium Visit www.closingthegap.com/membership for complete details and pricing. PUBLICATION INFORMATION Closing The Gap (ISSN: 0886-1935) is published bi monthly in February, April, June, August, October and December. CONTACT INFORMATION Please address all correspondence to Closing The Gap, P.O. Box 68, Henderson, MN 56044. Telephone 507-248-3294; Fax 507-248-3810. Email <info@closingthegap.com>; Website <www.closingthegap.com>. COPYRIGHT Entire content is copyright 2019 by Closing The Gap, Inc., all rights reserved. Reproduction in whole or in part without written permission is strictly prohibited. EDITOR’S NOTE The information provided by Closing The Gap, Inc. in no way serves as an endorsement or guarantee by Closing The Gap, Inc.

38 Maker Technology for

10 Teaching Auditory

Beginners MAKEing: AT By Marci Kinas Jerome and Cindy L. George

Scanning with Music: An Effective Strategy By Dana Arce

16 37 th Annual Closing The Gap Registration Details Announced 18 Check It Out: Renew Your Literacy Instruction with Adapted Books By Hannah Moffitt and Jamie Olson

44 Upcoming Live Webinars

46 Product Spotlight

A guide to nearly 2,000 Assistive Technology Products!

52 RESOURCE DIRECTORY 53 Producers 65 Hardware Product Matrix 74 Hardware Product Listings 99 Software Product Matrix 111 Software Product Listings 154 Other AT Product Matrix 162 Other AT Product Listings 188 Membership Information

24 PART 1: Better Assistive Technology Decision Making Through Research By Penny Reed

@ATClosingTheGap

www.facebook.com/ ATClosingTheGap www.instagram.com/ atclosingthegap

eye gaze

What Are My Eyes Really Telling You?

Eyes are a fascinating part of the human body. It makes me think of common quotes and comments such as“eyes are a window to the soul,”“in the blink of an eye”and“the first camera is one’s eye.” Working with eye-gaze technology and those who need it on a daily basis has really opened my eyes, pun intended. In observing others use of eye- gaze technology, I found that I was learning more about their eyes than I ever imagined, and it wasn’t just about language and communi- cation software, but I was truly seeing their interaction with the world around them through this technology. My-co-presenter Barb Kelii and I met while working with patients living with Amyotrophic Lateral Scle- rosis (ALS). We are both now working with students in school districts. During my transition back to working in schools is when I really began to wonder, if eye-gaze technology can help me reach someone who had language and lost it, how much more so could it help me reach someone who never had the chance to express themselves, gain the language they need? This year I took time to reflect on eye gaze. I thought about how far it’s come and how it can help those who are not readily picked to try eye-gaze technology. Eye gaze research has come along away and you can tell that just by the size of the eye trackers in production today versus 10 and 20 years ago. In recent years, there has been more eye-gaze research than ever before. If you look at current research taking place in various universities and technology institutions around the world, you’ll be amazed at what eye gaze can really tell you about different of areas of daily living. There are studies in social sciences, marketing, human and computer interaction, medical fields, pediatrics, sports, engineering,

gaming and virtual reality (VR) and in so many more areas of life. A good website to get a snapshot view across many areas of eye gaze research is www.tobiipro.com. This website has one of the the most compiled list of current eye-gaze research that is concisely summa- rized for those who want to begin exploring eye-gaze research. For example, there were four areas of eye gaze research that fascinated me: student behavior, consumer research/marketing, sports and infant/child research. Student Behavior The User eXperience and Interaction Research Center (Slovak University of Technology in Bratislava, Slovakia) is one facility using eye-gaze technology to analyze the study behavior of students in real a classroom environment. This facility has a classroom equipped with eye trackers allowing them to take data on student behavior and learning. These students are taking a course in eye gaze, but are able to provide researchers with valuable information while doing so. Clemson University, in Clemson, South Carolina, also has an eye- tracking classroom. Students from different disciplines of study are able to participate in eye tracking courses and design eye tracking experiments (see Q&A with Dr. Andrew Duchowski, professor at Clemson University). Implications? What if we could analyze students’behavior inside the classroom environment in the United States’primary, elementary and secondary

Rachell Johnson MCD CCC-SLP Rachell has 13 years of experience in the field of speech-language pathology and has been working with assistive technology since 2011, specializing in eye gaze evaluations and treatment. She currently works for The Stepping Stones Group and is serving Florence One Schools in Florence, South Carolina as 1 of the District’s 2 Assistive Technology Team Leaders. “Highlights of my career have been working for Live Life Therapy Solutions in conjunction with the Minnesota Technology For Home Grant, serving as Assistive Technology Program Manager for the DC Maryland and Virginia Chapter of the ALS Association, and of course Attending and Presenting at Closing the Gap 2012-2018!”

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Dr. Andrew Duchhowski’s lab which features a state-of-the-art in high speed eye tracking technology with a 2,000 Hz eye tracker from SR Research called the Eye Link.

schools in real time as they are learning? What information could we derive about students’reading, math, visual tracking skills and overall learning behavior? If we had that information what improvements could we make in education? My school district, Florence One Schools, is using a pilot program from Lexplore (https://www.lexplore.com/) to evaluate the reading skills of students. What if education had more programs like this at their disposal? Consumer Research and Marketing During our Closing The Gap presentation, Barb and I showed a video interview of a research study conducted at Clemson University in 2013 to determine which types of packaging design best gained consumer’s attention. Implications? If researchers can determine more about a consumer’s shopping behavior through eye tracking, what can I determine about a person’s communicative behavior when they have no language?

Sports During our presentation Barb and I showed a sports research video, of a novice surfer versus an experienced surfer. In the video both surfers are wearing an eye tracker, Tobii Pro glasses. When their gaze points are analyzed, the novice surfer gaze is down because he is worried about his balance. The experience surfer’s gaze is towards the next wave. Implications? After viewing this video it made me think of my students who struggle with mobility and movement. If all of their energy is exhausted on keeping their balance once in motion, How can I expect them to accurately and effectively reach a target such as a switch in order to participate in an activity or communication? Why do we pass these ones up for the opportunity to try eye gaze? It’s because they have some movement and we have all been“taught”that movement equals no eye gaze when it comes to funding. However, we know it is not enough volitional movement to be effective communica- tors when the very movement we are asking them to do affects their

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balance and ability to stay upright and steady while trying to hit a target. When did therapy become target practice? Why not eye gaze?

the user. Rather, it enhances the evaluation upon review of the video feedback once the task is complete. So what did we learn? Have you ever heard of the least dangerous assumption (https:// youtu.be/1rIwA7C-vc8)? It was mentioned in a few sessions that I attended at CTG 2018, and that is exactly what we put into practice. Our least dangerous assumption is that despite different vision diffi- culties, limited cognition and non-volitional movements the user could engage with what was on the screen. This is exactly what happened. They not only engaged with the screen but we went from something as simple as blank screen engagement to a higher cogni- tive task such as shared reading and reading comprehension. Another least dangerous assumption was that when someone is unable to participate in following directions with a fine or gross motor task it may not solely be because of low vision or cognitive abilities. We we were able to show the users participating with their eyes on tasks they were previously unable to demonstrate physically. Allowing them to “grab”and“touch”with their eyes rather than motorically, showed us they cognitively understood and were following along with the task the entire time, just visually. It helped me think not only about their engagement and interaction, but also my own interactions with the eye tracking user as they interact with the screen. How so?

Infant and Child Research The Uppsala Child and Baby Lab in Uppsala Sweden conducts eye-gaze research with infants and toddlers. They measure eye move- ments in children because developmentally speaking, eye move- ments are one of the first behaviors that newborns can physically control. Implications? If eye gaze is one of the fundamental motor skills that children are born with, and researchers are using that information to learn more about their behaviors and how they perceive the world, then wouldn’t the same result be gained for someone who might be older but have the cognitive ability of a toddler or infant? Why not try eye gaze? After reading this research I began to question examining some- one’s gaze points. What can we learn about them that may affect or improve their speech therapy, occupational therapy or their educa- tion environment? When speaking with Barb about eye-gaze tech- nology, she commented, “There are so many beneficial and non traditional ways we can use eye-gaze technology. Think of our young learners who show delays in reading or who aren’t able to verbalize their understanding of topics. We can use this technology to assess verbal comprehension, visual tracking skills or visual recognition.”This made me think of those who are symbol communicators, but not yet readers, but are they? We do not really know. Eye-gaze technology can even be an avenue for assessments in reading, on children who were unable to be assessed before. Barb further comments,“Many of the electronic games our young students play have their eyes moving all over a screen. Down, up, right, left, diagonal. Then they come to school and their eyes need to be able to focus on a still object and track left to right. When a student demonstrates difficulty with this skill, it’s up to us to figure out if it’s a motoric skill they can learn or a disability that can impact their learning. Eye-gaze technology and software can help us do that.” We decided to launch an investigation of our own and to use eye-gaze technology with those who had never been exposed to eye tracking because they were not the“traditional candidate”for a communication device with eye gaze for access. We explored three areas: pre-communication skills, receptive language ability and visual tracking. We were able to record and review eye tracking tasks using Gaze Viewer, by Tobii Dynavox. This product allows the evaluator to record the screen and playback the video of what the client was looking at while it shows the gaze points and a heat map of exactly where they were looking. This means we could have the client do any task whether it was watching a video, playing an on-screen game with an eye tracker or completing a cognitive task. The recording is all happening behind the scene and goes unnoticed by the user. This method does not detract from the user’s task or your evaluation of

Video - The Least Dangerous Assumption https://youtu.be/1rIwA7C-vc8

One great thing about using the video feedback is that you have the option of recording what you say to the user as well. Often with eye tracking on a communication device, the clinician is helping the eye gaze user by speaking to them constantly. When a person who is physically engaging with a communication device makes a mistake or misselects an option on the screen, you help them correct it immedi- ately because you can visually see they are going towards the wrong word or message. However, the human eye is fast and when working with someone who is new to eye gaze or perhaps cognitively delayed, we truly have to be patient and give the user time to process the

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local reps know and talk about your options to buy or borrow. This type of software has become more afford- able than it used to be. • Make sure the software you will use to evaluate eye tracking has video feedback and audio feedback. For example, the Look to Learn software has a picture feed- back of a heat map, however the Gaze Viewer software has video feedback that plays the entire session (up to 30 minutes) so when we used the Look to Learn program we had to turn on Gaze Viewer to see and hear the entire session. • Interested in having an eye tracker to try out some of your own assessments? For example, when engaging in a shared reading passage, I could examine whether or not a student was truly tracking each word and moving from left to right while reading. I could use a communication device with an eye tracker if I had access to one, however I can also use a computer. To do this, look into purchasing an eye tracker device compatible with your computer. These are not as expensive as they used to be, you can get an eye tracker for less than $700.

Clemson University classroom with 20 Gaze-point eye trackers when it was originally configured.

question you have asked and/or change their response when they misselect. I found that when they went to the wrong selection I was hearing the playback of myself saying a verbal cue immediately when in fact on the video playback the user was already heading toward the right response before I could even finish the verbal cue. My cues were unnecessary. The feedback showed me just how cognitively on task the user truly was, something you cannot observe completely with just the user and the screen alone. Using the Gaze Viewer software, I get the feedback I need to be a better clinician when working with a communication device that has an eye tracker. With this type of feed- back I am able to determine a person’s tracking patterns and habits and how they engage the screen before, during and after a response in conversation or other on-screen tasks. This also tells me more about a person’s dwell time and the adjustments I need to make as their clini- cian to the eye gaze settings. How can you duplicate this in your own school or private therapy practice? Here are some helpful tips on trying eye gaze with a-typical eye gaze candidates: • If you do not have access to a communication device with an eye tracker, talk to your local reps and see if you can borrow one, or participate in a product placement program. Another option could be to contact your state assistive technology program and borrow one. • Become familiar with the software that is available for the device you have. If you’re unsure, ask your rep. Don’t be afraid to use and combine software that you have access to. • We used Gaze Viewer sold by Tobii Dynavox, Sensory Eye FX by Sensory Guru and Look to Learn, originally by SmartBox, which is now part of the Tobii Dynavox product family. If you don’t have access to any software let your

• If you are introducing eye tracking to someone who is cognitively delayed:

• Use simple instructions and model with your finger or a light/laser pointer.

• Start with blank screen engagement and cause and effect activities and progress to turn taking and errorless activi- ties. • Show them the power of communication in real time. Set up a task where they can give a directive that has powerful meaning to them. For example, being able to call a parent’s name and the parent responds imme- diately. Capitalize on that power by getting the parent to turn away, then walk away and then leave the room. Calling their name after each time with the device. Real- izing that they can call them and get them to come back from another room may just be the moment of power you were looking for to bridge the gap between screen engagement and using the device for communication. I hope you discover ways to use eye tracking technology in your daily practice.

Special thank you to Dr. Duchowski!

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Q & A with Dr. Andrew Duchowski, Clemson University

cost thousands of dollars, now with open source solutions for eye trackers, head mounted glasses, and Virtual Reality Head- sets (VR) these are much more affordable, some even $600. However the most recent trend that I’ve noticed is the disap- pearance of some open source companies because they are being bought out by larger companies such as Apple, Google and Facebook. In terms of research, eye tracking has expanded in the areas such as cognitive load and vigilance, a term used for mental workload or tasks. An example of research for cognitive load would be measuring the pupil diameter of surgeons as they perform. An example of vigilance would be driving. My journey with eye tracking has only been seven years compared to your 20, and in my mind I see the future of eye-tracking research resulting in placing eye trackers in classrooms across America whether it be for standardized testing or to use in daily education tasks. I see eye trackers there. Where do you think the future of eye tracking is headed? I attended a seminar in Dagstuhl, Germany, it’s kind of a think tank for academic research and the term we used there is ubiquitous gaze sensing (https://www.dagstuhl.de/de/ programm/kalender/semhp/?semnr=18252). It’s the “internet of seeing things”. The idea that a time will come when eye- tracking technology will be everywhere in every computer, appliance and toaster. Think about about a TV/DVR that auto- matically pauses when you look away from it. So even with your toaster, it’s the idea that a person’s gaze can provide to the operating system a sort of context and then the operating system can respond to it. That is where eye tracking is headed.

How long have you been doing eye tracking research?

20 years, I started in 1998 when I started Clemson’s eye tracking lab: eyeCU.

What courses do you teach in eye tracking?

I teach Eye Tracking Methodology for graduate and under- graduate students. This semester I am teaching Gaze Sensing and Interaction. We have a classroom with 20 eye trackers from Gazepoint (https://www.gazept.com). We are one of four Universities in the world with an eye tracking classroom, one in Slovakia which you mentioned, Sweden, South Africa and ours in Clemson, SC.

What’s next for you?

We have a premier state of the art eye tracking research conference (ETRA http://etra.acm.org/2019 ) in the US this year. It will be held this summer, June 25-28, 2019, in Denver, Colorado. Eye tracking companies bring their latest tech- nology to exhibit and the most current eye gaze research is presented. This summer I am teaching a week long Clemson Summer Scholars course for rising 10th-12th graders. The course is entitled: Human-Computer Interaction Through Eye Tracking. Students will be get to conduct hands-on eye tracking experi- ments. Enrollment starts December 1, 2018. https://www. clemson.edu/summer/summer-scholars/eye-tracking.htm

What are some current trends with eye tracking?

In recent years there have been open source solutions to high tech eye tracking. Where an eye tracker 20 years ago

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References:

Infant and Child https://psyk.uu.se/uppsala- child-and-baby-lab/research/ research-methods-eye-tracking-and- pupillometry/

http://tobii.23video.com/surfing- expert-vs-novice-with-tobii-pro- glasses-2

Clemson University https://www.clemson.edu/summer/ summer-scholars/eye-tracking.html Consumer/Marketing http://tobii.23video.com/eye- tracking-in-consumer-research-with- unilever

Student Behavior:

Least Dangerous Assumption https://youtu.be/1rIwA7C-vc8

User eXperience and Interaction Research Center (Slovak University of Technology in Bratislava, Slovakia) https://www.pewe.sk/uxi/ https://www.tobiipro.com/fields-of- use/education/customer-cases/slovak- university-of-technology-in-bratislava/

Lexplore https://www.lexplore.com/

Eye Tracking Seminar: http://etra.acm.org/2019

https://www.dagstuhl. de/de/programm/kalender/ semhp/?semnr=18252

Look to Learn https://thinksmartbox.com/product/ look-to-learn/ Sensory Eye FX http://www.sensoryguru.com/ sensory-eye-fx/

Tobii Pro www.tobiipro.com

Gazepoint https://www.gazept.com

Gaze viewer https://www.tobiidynavox.com/ en-US/software/windows-software/gaze- viewer/#av_section_5

Sports

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Teaching Auditory Scanning with Music: An Effective Strategy augmentative communication

When a student receives a new communication system, they have a steep hill to climb when it comes to learning where all the language is stored within a device. When that child also requires alternative access through auditory scanning, that hill may never seem to end. With a robust vocabulary system, the amount of vocabulary to learn can seem overwhelming and the organization of the language system can feel arbitrary for both the user and the communication partner. For the team that supports them, it can often feel difficult to find an approach that works. A single idea does not always work for each cate- gory, page set or system. Auditory scanning has often been described as “rhythmic” in nature. Our multidisciplinary team took the idea of using music to capitalize on those rhythms. Music is a fun and enjoyable experience for all. For many of our students, music is highly motivating. Research supports the idea that music-based, multi-modal activities enhance learning and the ability to maxi- mize language learning and retention. Classrooms across the country use music and lyrics to teach the alphabet, days of the week, months of the year and so on. By using the rhythms and patterns of music, beats, sounds and lyrics as a teaching strategy for AAC use, our students have an opportunity to engage in fun and rewarding activities to help memorize device layout and build language.

This strategy is used with multiple students on different communication systems. While the strategy can be used with single switch users, our team prefers using two-switch step scanning when possible. As we discuss the approach and the procedures for implementation, keep in mind this is a general framework and does not need to follow a set progression. We typically start the same way with our students, but there is no set order. We use a variety of songs and sound activities concur- rently and interchangeably within teaching sessions based on individual needs and goals. The Challenges The students we serve have complex communication needs. In addition to language impairments, most have some visual, motor and physical impairments. Access can be challenging for these students as on-screen targeting is usually difficult. Our students access their devices most successfully using alternative access methods, such as auditory scanning with switches. These students all need access to a robust vocabulary system and not a system with limited choices. Too often, smaller vocabulary sets are chosen for these students for a variety of reasons. This limits the student’s ability to generate novel utterances for a variety of communicative functions. Even the device options can be limiting. Some of the dedicated devices with a robust vocabu- lary on the market were not developed with auditory scanners

Dana Arce is a Speech-Language Pathologist with ten years of experience working in the educa- tional setting. She is also a RESNA certified Assistive Technology Professional. Dana currently works for a school district serving students ages 3-22 in both the classroom and the home settings. She serves as part of a multidisciplinary team who supports students with complex communication needs that require alternative access for communication systems. She can be reached at danaarce.slp@gmail.com .

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Image 1: CoreScanner by PRC.

in mind. While most have a scanning option, the systems were not organized or designed for switch users. The device layout can seem arbitrary; linear scanning can take too long, and row/ column or block scanning can be organized randomly. Our users that cannot see the icons within a group must memorize which words are within each row or block to most effectively navigate through the device to communicate. If the language is not organized in a meaningful way, it can be difficult for users to remember where vocabulary is stored making communication more time-consuming. The Idea As part of a multidisciplinary team, the idea started as a way to figure out how to best support a new AAC user. We started with a student named Corinne, a 10-year-old female with a complex medical history. She’d just received a new communication device and had never used auditory scanning with head switches for access. Her device was an Accent 1200 with CoreScanner (see Image 1) by Prentke Romich Company (www.prentrom.com). We chose CoreScanner as the vocabu- lary because, at the time, it had just been released and was designed with scanners in mind. The speech-language

pathologist, assistive technology professional, and music thera- pists all worked together to come up with a plan for teaching scanning, facilitating language development and helping our student learn the location of the vocabulary within the device. The team determined that since music was highly motivating for this student, and it was a common teaching strategy that

Image 2: BIGmacks with recorded drum and cymbal sounds

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Starting with Sounds Our starting point was to assign sounds to switches. To assign sounds to the two switches, we used two recordable, single message switches (e.g., BIGmack by AbleNet) and the Garage Band App. Our team used a drum sound for one switch and a cymbal sound for the other (see Image 2). Any sound combina- tion will do; however, it’s essential that the sounds be distinctly different. We then plugged the head switches into the single message switches for Corinne to explore. Alternatively, with the right Bluetooth equipment, this can also be done by creating a recipe for an Apple device and having the head switches play directly in the app. For all of our students, once the switches have been assigned the sound, the students spend time playing with the switches and sounds without demands. It gives them a chance to explore and create music with the sounds. This is one of our students’ favorite activities. After they have had free time for exploration with the sounds, they get an opportunity to repeat a given sound. For example, the communication partner might play a drum beat and ask the student to play the drum beat with their switch. As the student becomes more proficient with repeating single sounds, the communication partner will

it would help address some of the challenges the student was facing with the new device. With the support of the entire educational team, we selected consistent terminology for her equipment. The scan switch was called “the mover,” and the select switch was called “the chooser.” We then assigned each switch with a unique sound. Once we had the sounds, we brainstormed ways we could teach the patterns for words using those sounds, and finally how we could use the sounds and patterns to create songs and activities to show where words lived and to give meaning to the language within the device. With CoreScanner, the words are separated into eight colored blocks each consisting of nine icons. Our team called them blocks and identified them both by cornerstone word and color. For example, the more block and the blue block both refer to the first cornerstone word in CoreScanner. Multiple songs were created for each of the blocks. Our team created three types of songs, creatively named: “Name That Tune,”“Instructional” and “MadLib” songs.

Image 3: CoreScanner Legacy layout with customization for Corinne

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Teaching Vocabulary The “MadLib” songs were created to teach the vocabulary words within the block with context in a fun and silly way. These songs were named after the color of the block. Some of the lyrics for the blue block include: “Every day I want more music, it brings color to my life. I say no one can deny it; it’s a good day to hear a melody. The numbers and the pictures that the sounds create just look and see the beauty that it makes”. Our music therapist did a fantastic job creating these songs and recorded them for the team to use. Samples of these songs can be found at the following link: https://www.dropbox.com/sh/se279vpdfsamvqn/AABfqQVd7x UDH9xWS4Lr2dIfa?dl=0 Expanding the Teaching Team members used different songs during instructional time and when modeling words as part of an activity. For example with Corinne, we may have used a “Name That Tune” song for repeating the pattern to get to the number icon in the blue block (scan, scan, select, scan, scan, scan, scan, scan, scan, select, or drum, drum, cymbal, drum, drum, drum, drum, drum, drum, cymbal) prior to a math lesson. During literacy activities, we would pick one or two core words to focus on and use the songs that included those vocabulary words. We would use the “Name That Tune” songs to teach how to get to the word or use the“Instructional”songs to teach about the block that contained the target word. These teaching strategies were used by all team members to support academic activities as well as during direct instruction.

Image 4: More Block in CoreScanner

ask the student to repeat more complex patterns, such as drum, drum, cymbal, drum, drum, cymbal.

Pairing Sound Patterns with Words Depending on the communication system the student is using, we choose eight to 10 core words that have some meaning as a place for the student to start. In our example with Corinne, one of her favorite words was “more.” With her device layout (see Image 3), the pattern to get to more was: scan, scan, select, scan, scan, select, scan, select. So our team put together a “Name that Tune” song which played the sound pattern: drum, drum, cymbal, drum, drum, cymbal, drum, cymbal and identified it as how to get to more. So this song type had the target vocabulary word and the sound pattern to get to that word using the two switches. Corinne learned that repeating the pattern with the switches helped her get to more on her device faster. Once the motor pattern was established, we would move on from that word and introduce a new core word in its place using another “Name That Tune” song. Teaching Navigation with Songs CoreScanner has eight cornerstone words. The “Instruc- tional” songs focused on the cornerstone words. In order to get to the more block, Corinne needed to hit her mover twice and the chooser once. The song then has two drum sounds and one cymbal sound to indicate that the user is now in the more block. The song lyrics then list each of the words within the block and drum sounds to represent using the switches to scan through the block: drum, drum, more, drum, color, drum, no, drum, good, drum, numbers, drum, look, drum, yes, drum, help, drum, bad (See Image 4).

Image 5: Customized alphabet in CoreScanner

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Additional Strategies In addition to consistent vocabulary, customization of the system was vital. It may seem that the sound patterns we used are not an exact match for CoreScanner now. We found it impor- tant to change the scan patterns, so back was always the first choice. This was done so that in the event a block was selected in error; it would save time for the user should they need to go back, rather than having to scan through nine icons before being able to exit the block. Additionally, the alphabet was reorganized so more frequently used letters required fewer switch hits to access (see Image 5). New alphabet songs were created to teach the new order of the letters. Songs were also made for each of the letter blocks using the same drum and cymbal sound patterns as well as lyrics to learn the name and sound of the letters during literacy instruc- tion. A low-tech board to replicate the system was used to supple- ment teaching vocabulary within the blocks (see Image 6). Eight large 12” x 12” cardboard pieces were used to make a low-tech board. One side of the 12’ x 12” removable piece was the corner- stone word, and the other side contained 4”x 4”removable icons. These low tech pieces were used during teaching activities for language learning such as pronouns; he, she, it or concepts; big,

little, fast. We also used the larger icons when listening to “Name That Tune” songs.

Other Devices This strategy has been used with multiple students with a variety of systems. CoreScanner by PRC was selected specifically for Corinne to access through auditory scanning when we started this project. CoreScanner is a robust language system and with customization is an excellent choice for auditory scanners. We have had great success with this strategy using CoreScanner with Corinne as well as other students. Sometimes we get students that already have a device in place. When this happens, we do our best to use the device that user has and try to make it work so that they can have access to a robust language system while still considering the access needs. This often means that vocabu- lary, pages and folders need to be made from scratch and scan- ning patterns need to be programmed. It can be a significant time commitment upfront to make a system work effectively to meet the needs of auditory scanners. Additionally, consideration must be given to the additional equipment needed to connect switches to iPads and computers as well as the setting up switch control or in-app scanning settings. Each system has pros and cons for switch users.

Image 6: Large size low-tech core board with removable icons

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We have used Proloquo2go by AssistiveWare on an iPad, as well as Communicator 5 software by Tobii Dynavox. With Prolo- quo2go, we have made nine folders on the main page that then each open to a nine-button page. This gives access to 81 core words. We then create songs to teach the vocabulary on the main page with folders as well as to teach the words within each folder. Learning the song’s lyrics has been especially helpful for the communication partners because the words in the folder cannot be seen from the main page. The communication part- ners have found modeling words on the device easier when they can remember which folder the target word is in. Concerning the scanning settings on an iPad, we have found it more user-friendly to use switch control settings within the iPad rather than the in-app scanning with Proloquo2go. With Communicator 5 soft- ware, we can use it on a Microsoft tablet with switches connected through Bluetooth or a computer with switches connected using a switch interface. Both hardware options work well, and the software allows for more options with customization of the scan- ning settings. In Summary Our students who are new AAC users accessing a device through auditory scanning have a steep hill to climb when it

comes to building language and memorizing device layout. Our team has worked on a unique approach to support our students’ learning in a fun and engaging way. We hope that by sharing the strategy we have used successfully with some of our students, that other providers will be able to replicate this strategy to support students with similar needs. Our use of this strategy has evolved and varied for each student and system. We have also been fortunate to have fantastic music therapists help support this idea. While the value of music therapy on this team has been significant, the underlying premise and framework can translate across any team trying to teach auditory scanning. Our Amazing Team This project has been so meaningful and has helped several students learn to navigate their AAC devices. It has been a rewarding journey. In addition to the incredible students and staff who have taken this journey with us, this project would not have been possible without our first student Corinne and her family, and some amazingly dedicated team members: Michele Bishop, Becky Parker, and Tara McConnell. I am so grateful to have had the opportunity to collaborate on this project from the beginning and look forward to continuing the journey with them.

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Closing The Gap

Conference 37 th Annual October 2-4, 2019

Preconference Workshops: Monday and Tuesday, September 30 -October 1, 2019

Preview of Exhibits: Tuesday, October 1st, 2019

Prior Lake, Minnesota

SAVE THE DATE Plan To Attend! Assistive Technology in Special Education, Rehabilitation and Everyday Living

The Closing The Gap Conference is truly more than a conference, it is a network of invaluable resources – teachers, therapists, clinicians, parents, end users and manufacturers – all emphatically working together to change lives with assistive technology. The 37 th Annual Closing The Gap Conference promises nothing less than excellence! Early registration, parent, student, group and other discounted rates available

$ 25 RETURN DISCOUNT A $25 “RETURN” DISCOUNT is available to ANY past conference registrant and must be used by JUNE 30, 2019. This discount can be used for any preconference workshops OR conference registration and is IN ADDITION to any and all other applicable discounts. If registering online, you will be required to enter code RETURN at checkout. ADMINISTRATORS PARTICIPATE FREE When any school district or hospital staff member registers for a preconference workshop or the three-day conference, one administrator (Special Education Director, Principal or Hospital Administrator) from that organization can attend the conference, Wednesday through Friday, and the exhibition preview, Tuesday evening, for FREE! One free registration per district/hospital.

Conference - Wednesday, Thursday, Friday, October 2-4, 2019 Includes Preview of Exhibits – Tuesday Evening, October, 1 AND Continental Breakfast Wednesday and Thursday, October, 2 & 3 Registration Received On or Before June, 30 July 1 - September, 19

September 20, - Onsite

$490

$565

$590

Standard Rate

Group Discount - 5+ or more Group Discount - 8+ or more Group Discount - 20+ or more

Groups 5+ Deduct $30 Groups 8+ Deduct $50 Groups 20+ Deduct $70

All group registrations must be received at the same time

Parent Rate (A letter describing your child’s disability must accompany registration) Full-time Student Rate (Proof of full-time student status must accompany registration)

$310 $310

$390 $390

$465 $465

$515 $515

Presenter Rate Exhibitor Rate

Single-Day and Exhibit Hall Only Registration

Price

Thursday Only - October, 3 Friday Only - October, 4

$300 $130 FREE

Exhibit Hall Only - Tuesday evening through Friday, October, 1-4

Preconference Workshops - Monday and Tuesday, September 30 - October 1, 2019 Includes Preview of Exhibits – Tuesday Evening, October 1

Price

Monday, September, 30 (Some preconference workshops carry an additional fee for materials) Tuesday, October, 1 (Some preconference workshops carry an additional fee for materials)

$295 $295 $510

BUNDLED PRICING! Monday and Tuesday Bundle ($80 savings)

Closing The Gap Preconference Workshops: Monday and Tuesday, September 30 -October 1, 2019

Conference 37 th Annual October 2-4, 2019

Preview of Exhibits: Tuesday, October 1st, 2019

Prior Lake, Minnesota

Assistive Technology in Special Education, Rehabilitation and Everyday Living

Call For Participation

REGISTRATION Presenters may register for the three-day conference at discounted rates. Please visit the registration page for pricing details. Presenters do not have to register for the conference to present; however, only those presenters who have registered may attend conference sessions/exhibits other than their own. All-day preconference workshops are scheduled for September 30 - October, 1 and cost $295 for one day or $510 for two days. PROPOSALS Closing The Gap will consider proposals for one-hour or multiple-hour sessions that describe and/or demonstrate successful applications of assistive technology for persons with disabilities. Proposals are invited that report results of current applications; research; development of hardware, software or adaptive devices; model programs or procedures used by and for persons with disabilities. Proposals for sessions that demonstrate the use of software programs, mobile apps, adaptive devices or the innovative use of assistive technology are highly encouraged – especially specific how-tos, tips and tricks and product comparisons. Proposals should focus on practical applications, implementation strategies and best practices, rather than theoretical discourse. Proposal content should be supported by evidence and should include quantitative performance data. Proposals for open forums in which participants discuss, comment openly and share ideas and opinions relevant to a primary subject or focus are also encouraged.

PROCEDURE Abstract: A 300- to 500-word abstract must accompany the proposal form. Summary: A separate, 100-word summary must also be submitted for inclusion in the Conference Directory. Proposal Form: The proposal form must be completely filled out and returned with the abstract and summary or submitted online Notifications Confirmation of presentation proposal acceptance/ declination, and confirmation of specific date and time of accepted presentation will be sent by July 15, 2018. In offering to present a paper, it is expressly understood that the presentation may be scheduled at any time on any of the conference days at the discretion of the conference organizers. SUBMISSION DEADLINE 2:00 pm Central Daylight Time, Thursday, April 25, 2019

There’s Something Special About Closing The Gap Recognized for being more than just a conference, it is a network of invaluable resources –teachers, therapists, clinicians, parents, end users and manufacturers – all emphatically working together to change lives with assistive technology. Attendees will have the opportunity to participate in unique presentations and engaging learning experiences. They will see first-hand, the latest AT technologies, and will return home with a deeper understanding of how AT is creating new opportunities for teaching and learning. Current Trends and Topics Topics will cover a broad spectrum of technology as it is being applied to all disabilities and age groups in education, rehabilitation, vocation and independent living. People with disabilities, special educators, rehabilitation professionals, administrators, service/care providers, personnel managers, government officials and hardware/ software developers will share their experiences and insights at what has become known as the best educational AT conference in North America. Share Your Expertise Groups or individuals who wish to participate in Closing The Gap’s 2019 Conference should submit their proposals for one-hour and multiple-hour presentations as soon as possible. Directions and information are found within. Please fill out the proposal form completely; incomplete proposals will not be considered.

REGISTRATION AVAILABLE MARCH 15, 2019!

SUBMIT ONLINE!

literacy

Check It Out: Renew Your Literacy Instruction with Adapted Books

What is an adapted book? The idea of adapting books is not a new concept. For years, people with visual impairments have had access to books in braille or large print formats. Books on tape have frequently been used with individuals who require auditory supports while reading. But what about our students with more complex needs? What sort of adaptations might we offer them beyond adjusting the text? An adapted book is one that is made accessible to a read- er by reducing or eliminating obstacles that may inhibit their ability to access a book in a traditional print format. Adapted books include modifications that address a variety of print dis- abilities and barriers, including, but not limited to:

Everyone has the right to access print in order to learn, share experiences and improve overall quality of life. When we read, we gain a sense of independence, allowing us to actively par- ticipate in daily routines and activities within our communi- ties. Literature is deeply woven into our society, and positive reading and learning experiences occur when readily available tools and supports are used to create meaningful and engag- ing learning opportunities. However, educators are often faced with time constraints and limited resources while trying to ad- dress the diverse needs present in today’s classroom. How do we ensure that we are providing proper access to print in a way that meets the unique learning styles and needs of all learners?

Hannah J. Moffitt, M.Ed. Hannah has a Master’s Degree in Special Education K-12 from James Madison University and has 12 years of experience in the education field. She previously taught special educa - tion for five years in Loudoun County Public Schools in Virginia. She has worked in both team-taught and self- contained settings across a variety of grade levels. Hannah also spent five years on the Assistive Technology Team in Loudoun, providing consultative and evaluation services, professional development, and training and support for students and families. She is currently in her second year as an Assistive Technology Specialist for Weld County School District 6. Hannah is passionate about AAC, core vocabulary, and the link between language/communication and literacy skills. Additionally, she works hard to promote the theory and practice behind Universal Design for Learning within her school district in order to make learning engaging and accessible for all. While Hannah spends a great deal of time exploring high-tech tools, she also enjoys opportunities to be creative with low-tech/no-tech supports as well. She is currently in her second year as an Assistive Technology Specialist for Weld County School District 6 in Greeley, Colorado. Jamie D. Olson, OTR/L Originally from South Dakota, Jamie attended the University of Sioux Falls as an undergraduate for exercise science and psychology. She relocated to the suburbs of Milwaukee, Wisconsin where she attended Concordia University Wisconsin and earned her Master’s Degree in Occupational Therapy. She moved to Colorado seven years ago to practice as a school-based occupational therapist. Jamie is passionate about working with students with disabilities and maximizing their independence, and assis - tive technology provides a natural solution. Certified in Assistive Technology, she has been an AT Specialist and Occupational Therapist in Weld County School District 6 for six years.

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