AFIRM Module Technology Aided Instruction and Intervention
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Southeast Missouri State University *
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EX-557
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Communications
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Feb 20, 2024
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docx
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Uploaded by ElderBaboon3445
AFIRM Module: Technology-aided Instruction and Intervention
URL: https://afirm.fpg.unc.edu/afirm-modules
Technology-aided instruction and intervention refers to instruction or intervention in which technology is the central feature supporting the acquisition of a goal for the learner.
What Will You Learn:
Learning basic knowledge about technology-aided instruction and intervention (TAII).
Applying TAII in activity based scenarios that promote real-world applications.
Prompts
Responses
Define TAII and summarize the types of TAII listed
in the module.
TAII refers to instruction or intervention in which technology is the central feature supporting the acquisition of a goal for the learner.
Speech Generating Device
: a portable voice output communication aid that uses an AAC system to supplement or replace speech.
Interactive Whiteboard
: a large interactive display that can be a standalone touchscreen computer or be connected and used as a touchpad to control the computer from a projector.
Mobile Device
: a computing device small enough to hold and operate in the hand.
Computer-Assisted Instruction
: the use of computers to teach various skills including, but not limited to, academic skills, communication, adaptive and social skills.
What types of TAII do you personally use?
The types of TAII that I personally use are computer-assisted instruction and AAC devices (for my nonverbals/partial-verbals).
What are the academic, social, emotional, and independent living skills that can be addresses using TAII? Accuracy of spelling, adaptive/life skills, communication by use of speech generating device, emotion recognition, motivation, vocabulary acquisition, engagement, face recognition, independence, transitioning, knowledge acquisition, organization skills, social skills, task completion, and decrease in self-
injurious behavior.
Why is TAII well suited for addressing learners with ASD?
TAII is well suited for addressing learners with ASD because many of them typically prefer using visuals and find technology highly motivating. Technology also can increase independence because it enables learners to work at their own pace, work at their own level of understanding,
repeat lessons until mastery is achieved, reduce social demands, and provide a communication system.
Assessment is the first step in implementing TAII. Why is this step important?
Assessment is important because it helps to determine how to best support the learner’s use of TAII, such as knowing the tasks and settings for
which TAII will be used.
What could be some of the challenges when using TAII in schools?
Some of the challenges when using TAII in schools could be the learner struggling with fine motor skills, the learner only wanting to use technology as entertainment, etc.
What are some considerations in regard to selecting additional materials to help support the learner’s use of the selected technology?
Are there any other materials needed to facilitate
use of technology?
Are visual supports needed to help the learner use the technology?
Do written directions need to be provided on how to use the technology?
Describe the 4 key steps in implementing TAII.
Teach the learner to use the selected technology:
while some learners may start using TAII independently without much practice, other learners may struggle with how to use TAII for the identified goal.
Review appropriate use of the technology with the learner: review the classroom, school, and/or district technology policies you identified during the planning steps with the learner.
Provide prompting and reinforcement: prompting
can be used to initially teach use of TAII, and reinforcement should also be used, especially for learners who may be struggling to use a technology tool for an instructional or intervention purpose.
Ensure consistent use of technology: if the learner will be using the technology in different settings, you may want to observe its use in those
settings or get feedback from others regarding its
use.
Describe the data collection methods use for TAII? What is baseline data?
Why is identifying a baseline important?
Frequency data collection collects data on the number of times behavior occurs.
Anecdotal notes are used to assist multiple users in collecting information about the learner’s target behavior.
Baseline data is established before you begin using TAII.
Identifying baseline is important because it helps to track the learner’s use of the target
skill/behavior before, during, and after TAII is implemented.
What if the learner with ASD is not showing progress with TAII?
If the learner with ASD is not showing progress with TAII, consider asking yourself:
Is the target skill or behavior well defined?
Is the skill or behavior measurable and observable?
Is the skill or behavior too difficult for the learner?
Was TAII used with fidelity?
Is the student motivated by technology use?
Is the selected technology tool appropriate for the selected goal?
Is the selected technology tool too difficult for the learner to use?
Are all team members using/supporting TAII in a consistent manner?
The Aaron Case Study
Does the Research support the use of TAII with Aaron? Why or why not?
TAII can be used for Aaron to help promote independence and decrease attention seeking behavior, but Mrs. Stocker’s class seems to be more of a hands-on based classroom rather than technology based.
Complete the TAII -Planning Worksheet--- to determine if TAII would a possible intervention for Aaron? Upload your complete worksheet.
After completing the worksheet, in your opinion would TAII be appropriate for Aaron? Why or why not?
I do not think that TAII would be appropriate for Aaron. Although TAII could potentially be motivating during independent work times, one of Aaron’s triggers to his inappropriate language behavior is adult attention being directed towards others, which would still be noticeable even while he is using TAII.
Who would significant team members What are the key roles of the families during the TAII selection process?
Significant team members would be his teacher, his gen. ed. Teacher, his specials teachers, and any other service provider who works with him. The key roles of the families during the TAII selection process are to provide information on the types of technology the learner uses at home,
the learner’s technology preferences, and the learner’s behavior using technology at home.
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