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This Video Game Is Helping Kids with Special Needs

Marc Zimmerman created Social Express to help his autistic twin boys understand the world around them. Now the game is helping kids all over the world.

by Jessica Toomer

Software helps special needs children

Musician Marc Zimmerman had been disappointed with how schools handled his twin autistic boys for some time. As a result of autism, his third-grade sons needed extra help developing social and emotional skills. Zimmerman tells Guideposts.org:

“[Teachers] would send home a worksheet and [ask you to] plug your son’s name into this story [as if that would help the kids better relate to the story]. I was like, ‘there is no way that this is going to sink in.’”

In 2009, Zimmerman had an idea.

As he was dropping his sons off at school, a song idea popped into his head.  Its lyrics were all about his third-graders and how they could (and couldn’t) relate to their peers. He dubbed the song “Brighten Learning.”

Inspired by the song idea, with the help of his wife, Tina, and a host of academic researchers, a speech pathologist and a behavioral therapist, Zimmerman created an interactive software program called Social Express, geared specifically towards children and young adults who, like his sons, needed more than just a piece of paper to help them relate to the real world.

Social Express takes users through different sets of experiences, called “webisodes” in the program, that help them learn how to think and manage many kinds of social situations.

Each webisode is designed to take the user on a journey, letting the child (and their parent) decide which action to take. In one episode, a girl wants to sharpen her pencil and is told no by her teacher; the child and parent get to choose, what should the girl do next? How would the interaction with the adult make her feel? Each choice holds positive or negative consequences for the user, which explain how certain actions are interpreted in a social setting.

The program also works on a scale, meaning children build upon the skills they learn. If, for instance, a child completed the webisode featuring the girl and her pencil – titled “No Means No” – they would graduate to a new webisode. In many ways, Social Express is just like any other video game children play, except instead of beating the bad guys or winning the race, the way for users to get to the next level is to understand how and why social interactions impact others.

Zimmerman admits getting his brainchild off the ground was no easy task. The family contributed their life savings and persuaded angel investors to put a stake in the program. They were able to recruit some of the best animators in Hollywood – think Pixar-level – to donate their talents.

Still, convincing parents and educators that his game could actually help their children and students more easily learn social queues was difficult.

“A lot of people were like ‘how is a computer program really going to change a kid? I want my kid interacting with others; the last thing I want them to do is be spending more time on their computer,’” Zimmerman explains.

It was his own experience, sitting down with his sons to play the first episode of the program that convinced the businessman he had a project worth fighting for.

“We were sitting on the couch,” Zimmerman recalls. “Our legs were touching, our arms were touching, they were engaged and they were conversing with me,” he says, a rare experience for them, because of his children’s autism. “I had a feeling like ‘okay this is bigger than just them.’”

The Social Express is now in more than 100 schools in Encinitas Southern California school district and Zimmerman hopes to soon reach more than 15,000 schools across the country.

The father, who struggled with his children’s autism diagnosis in the beginning, says he and his wife have been able to have a fuller perspective on the disorder, thanks to this program.

You have to shift your whole focus of what your expectations [for your kids] were and now what your reality is,” Zimmerman says of parenting children with autism. “We prayed. We tried to be spiritual and know that there is a bigger plan and maybe now we know. Through this experience with our kids we’ve been able to bring a program to the world and leave a legacy.”

He wants that legacy to help parents desperately searching for ways to connect with their own children.

“My hope for the Social Express is that I can provide parents a tool to be able to feel like they are contributing to their son or daughter’s well being. That they can actually do something outside the therapist; that they feel empowered.”

He also hopes his family’s personal journey can change the way we view autism and children who suffer with social and behavioral disorders.

“It’s not a death sentence,” Zimmerman says of getting an autism diagnosis. “From my perspective it has taught me to understand that people have strengths that are unseen. To harness those strengths, [just] love people, whoever they are, whatever their problems may be, for who they are.”

https://www.guideposts.org/positive-living/this-video-game-is-helping-kids-with-special-needs/page/0/1

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Parents of Twins with Autism Open Up About the App They Created to Help Kids Develop Social Skills: It’s ‘Incredible’ to See Its Impact

By Tiare Dunlap @tiaredunlap

04/29/2016 AT 01:50 PM EDT
Shari Grande and her husband call the day their two-year-old son Elijah was diagnosed with autism “the day of nevers.”

“His physician told us he’ll never talk, he’ll never interact, it was just one ‘never’ after the next,” Grande, 49, tells PEOPLE.

Eleven years after his diagnosis, Elijah has gone on to accomplish much of what was deemed impossible. The Sunnyvale, California, teen even attends a mainstream public high school.

Grande, a clinical social worker, credits her son’s success to a number of interventions, including the learning app The Social Express.

Keep up with your favorite celebs in the pages of PEOPLE Magazine by subscribing now.

Created by parents Marc and Tina Zimmerman, whose identical twins Jason and Jared have autism, The Social Express is an interactive software that helps kids with autism learn how to read emotions, empathize and react in social situations.

Parents of Twins with Autism Open Up About the App They Created to Help Kids Develop Social Skills: It’s ‘Incredible’ to See Its Impact| Twins, Autism, Medical Conditions, Real People Stories

The San Diego, California, couple invented the app as a way of giving their sons the tools they needed to ease the social isolation they experienced every day.

“It was very difficult because all of our nieces and nephews are highly social and have always had a lot of friends and play dates,” Marc tells PEOPLE. “Our kids never had many play dates and if put into a social situation, they would just go sit alone in a corner.”

However, after seeing how their sons responded to technology and cartoons, the Zimmermans enlisted experts to write a software program that could model social situations with engaging animation. The parents took turns sitting with their sons as they watched the animations, and helped them talk through their decision-making process when asked how a character on the screen should react.

“They would sit down to use the program and engage with us,” Marc recalls. “That was the tough part – getting them to engage. Once they were engaged we saw them speaking more to each other and acting more comfortable in social situations.”

Parents of Twins with Autism Open Up About the App They Created to Help Kids Develop Social Skills: It’s ‘Incredible’ to See Its Impact| Twins, Autism, Medical Conditions, Real People Stories

Now 14, Jason and Jared are best friends attending a mainstream middle school, earning straight As and playing in a band. “They’re different kids than they were when they were diagnosed,” Marc reflects.

The twins’ case is not unusual. Since its launch in 2011, use of The Social Express as a teaching tool for kids with social differences has been adopted in 70 countries and in hundreds of schools around the U.S.

“We get emails from around the world from parents telling us about how it has helped their kids,” Marc says. “It’s just incredible to see how something we created to help our own kids has had such a bigger impact than we would have ever imagined.”

Parents of Twins with Autism Open Up About the App They Created to Help Kids Develop Social Skills: It’s ‘Incredible’ to See Its Impact| Twins, Autism, Medical Conditions, Real People Stories

That impact is not lost on moms like Grande, who says the program helped her son to open up and fit in.

“He’s just a nice, open and bubbly kid and he has become my greatest teacher,” she says.

http://www.people.com/article/social-express-california-couple-creates-app-social-skills-twins-with-autism

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Bullying, Students with Disabilities, and Social Emotional Skills

Bullying, Students with Disabilities, and Social Emotional Skills

Students with disabilities face an increased risk of being bullied. Some also engage in bullying behavior. To ensure the emotional well-being of its most vulnerable students, schools must take essential steps to reduce the bullying of students with disabilities and remedy the harmful effects.

This document will address the federal laws associated with bullying of and by students with disabilities, research insight related to such bullying, as well as how The Social Express® and Cool School™ can support a multi-tiered approach to assist all students in gaining more effective social relationship skills.

Federal Laws Associated with Bullying and Students with Disabilities:

Three federal laws govern situations related to bullying of or by students with disabilities: Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (Title II) and Individuals with Disabilities Education Act (IDEA).[i]

The importance of addressing the risks associated with bullying and students with disabilities was recently reinforced by the U.S. Department of Education (Department) in two Dear Colleague Letters. In 2013, the Department’s Office for Special Education and Rehabilitation Services (OSERS) issued a Letter that called upon schools to address bullying of or by students with disabilities who are receiving services under the IDEA.[ii] In 2014, the Department’s Office for Civil Rights (OCR) issued a Dear Colleague Letter reminding schools of their obligations to address the harassment of students with disabilities under Section 504 and Title II.[iii]

Under Section 504 and Title II, a school’s inappropriate response to harassment of a student based on disability constitutes disability-based harassment. It is the responsibility of schools under Section 504 and IDEA to ensure that students receive a free appropriate public education (FAPE). Bullying of student with a disability on any basis (whether based on the student‘s disability or not) can result in a denial of FAPE that must be remedied. Discriminatory harassment and denial of FAPE are two different, but related, issues.

In determining whether disability-based harassment has occurred, OCR will consider the following:

  • Was a student with a disability bullied by one or more students based on the student’s disability?
  • Was the bullying conduct sufficiently serious to create a hostile environment?
  • Did the school know or should it have known of the conduct?
  • Did the school fail to take prompt and effective steps reasonably calculated to end the conduct, eliminate the hostile environment, prevent it from recurring, and, as appropriate, remedy its effects?

Schools also face the potential of financial liability if sued by a student based on discriminatory harassment. In 2012, the Second Circuit upheld a 1 Million Dollar verdict against a New York school by a student who had endured over three years of harassment.[iv] It appeared the school was doing everything required in most anti-bullying statutes. It had a policy against bullying, held trainings, had a reporting system, and responded every time the student reported. The Court noted that the school ignored many signals that more action was needed and only engaged in “half-hearted efforts” to correct the “culture of bias” that was fueling the harassment.

When addressing discriminatory harassment, the focus is on the overall school climate, the behavior of other students towards students with disabilities, and the effectiveness of interventions in hurtful situations. If students with disabilities are regularly treated badly by their peers, a school must be engaging in diligent efforts to increase the level of respect demonstrated by all students towards those with special needs and intervene effectively.

In determining whether a student receiving IDEA FAPE or Section 504 FAPE services who was bullied or engaged in bullying was denied FAPE, OSERS or OCR will consider:

  • Did the school know or should it have known that the effects of the bullying may have affected the student’s receipt of IDEA FAPE or Section 504 FAPE?
  • If the answer is “yes,” did the school meet its ongoing obligation to ensure FAPE by promptly determining whether the student’s educational needs were still being met, and if not, making changes, as necessary, to his or her IEP or Section 504 plan?

When addressing FAPE, the focus is on the educational needs of and services provided to the student. A school’s investigation should determine whether that student’s receipt of appropriate FAPE services has been affected by the bullying. If bullying of a student has created a hostile environment, there is reason to believe this has also interfered with FAPE. But even if the situation does not meet the level of a hostile environment, or if this is a situation where the student with disabilities has engaged in bullying, the school still has an obligation to address FAPE-related concerns.

As part of an appropriate response to a bullying situation, the school should convene the IEP or 504 team to determine whether the student’s needs have changed such that the IEP or 504 FAPE services plan is no longer providing a meaningful educational benefit. The team must determine the extent to which additional or different FAPE services are needed to address the student’s individualized needs and then revise and implement the IEP or 504 plan accordingly. However, efforts to address the bullying situation must also not result in a denial of FAPE. For example, schools must avoid the unilateral placement of a student in a more restrictive environment as a way to address the bullying concerns.

Under IDEA, schools must establish objectives for both academic and functional skills. A student who is being or engaging in bullying will likely require additional or different functional skills objectives, specifically those related to improving this student’s social relationship skills.

If a student with a disability is engaging in bullying, the situation must be investigated thoroughly to determine whether this student’s inappropriate behavior is associated with his or her disability. For example, the symptoms associated with trauma or conduct disorder include aggressive behavior that could be considered bullying.[v] It is also possible that this student’s aggressive behavior is in response to being disparaged by other students.[vi] Both of these kinds of situations, should result in an IEP or 504 meeting to determine whether additional or different FAPE services, including functional skills objectives, are required.

Increased Risk of Bullying Associated with Disabilities:

Students with disabilities are more likely to be involved in bullying situations than their peers.[vii] This includes being bullied or engaging in bullying–or both. These students may have physical characteristics or engage in behaviors that place them at greater risk of being targeted. They may be perceived to be “different” because they leave the general classroom environment to receive more specialized services. Their disability itself may play a role in limiting their ability to accurately interpret social cues and respond in an effective manner. Also their disability may make it more difficult for them to recognize the concerns and gain adult assistance.[viii]

The aggressive behavior of students with disabilities, especially those who are classified as having emotional and behavioral disorders (EBD), may be a component of their disability. Alternatively, such aggressive behavior may be a reaction to the frustration of constantly being the target of aggressive behavior by others. It is important these situations are distinguished.

A consistent finding in the literature is that students with disabilities often lack the social relationship skills necessary to avoid involvement in bullying situations. One recent study found that students with disabilities engaged in fewer prosocial behaviors and were more socially isolated than students without disabilities.[ix] The authors outlined the necessary steps to address these concerns:

Effective interventions that target bullying behaviors in schools are designed to restructure the school climate so that it is positive and inclusive. These interventions underscore the complex ecology that foster and maintain a bullying climate suggested that by increasing awareness, understanding and acceptance among all students and teachers may decrease the risk of involvement in bullying for students in special education. Bullying prevention and intervention should be implemented for students, regardless of disability status and should emphasize the teaching of prosocial skills. Students in general education may participate in this process by serving as the prosocial role models for students with disabilities. Additionally, programming should be consistently implemented across general and special education, should occur in each grade, and should be part of the inclusive curriculum. Social and emotional learning initiatives can create a culture of inclusion for all individuals. A culture of respect, tolerance, and acceptance is our only hope for reducing bullying among all school-aged youth.

The Social Express® & Cool School™ Can Support Prosocial Behavior:

Addressing the challenges associated with bullying of and by students with disabilities will require a multi-tiered social-ecological approach. Schools must focus on increasing the tolerance and acceptance of students with disabilities by their peers and assisting those with disabilities in gaining the prosocial skills necessary to more effectively interact with peers. Social Express & Cool School™ can provide essential support for the necessary multi-tiered social-ecological approach.

Tier 1. Universal Instruction

The objective for universal instruction is focused on increasing the awareness, understanding, acceptance and compassion of all students, especially towards those who are “different,” including those who have disabilities. This instruction should also reinforce how students can reach out to be kind to others and step in to stop hurtful situations. The Social Express® and Cool School™ support effective universal instruction especially at the elementary school level.

Tier II. Individualized Targeted Supports.

Because students who have disabilities face greater social relationship challenges, it is recommended that schools proactively address this concern by providing social skills instruction in the Learning Center.

Students with social learning challenges require direct instruction, with each facet of every skill broken down into small pieces. The Social Express® addresses these areas of need by providing a highly interactive and visual presentation which allows for the generalization of skills outside of the teaching environment. Cool School™ utilizes the same individualized approach to address the specific challenges associated with those who are hurtful. For both of these programs, additional face-to-face role-playing activities can provide the opportunity for students to practice essential social skills in a protected environment.

Intensive Interventions:

The Social Express® and Cool School™ can also be incorporated into the more comprehensive intensive interventions required by the minority of students who face even greater social relationship and behavioral challenges.

 

[i] Section 504 of the Rehabilitation Act of 1973. 29 U.S.C § 79; The Americans with Disabilities Act of 1990. 42 U.S.C. §§ 12131-12134; and Individuals with Disabilities Act. 20 U.S.C. § 1400 et seq.

[ii] U.S. Department of Education, Office of Special Education and Rehabilitation Services (August 20, 2013) Dear Colleague Letter Keeping Students with Disabilities Safe from Bullying.

[iii] U.S. Department of Education Office for Civil Rights, (2014) Dear Colleague Letter on bullying of students under Section 504.

[iv] Zeno v. Pine Plains Central School District, 702 F3d 655 (2d Cir. 2012).

[v] Rose, C. A., Swearer, S. M., & Espelage, D. L. (2012). Bullying and students with disabilities: The untold narrative. Focus on Exceptional Children, 45(2), 1–10.

[vi] Rose, C. A., Espelage, D. L., & Monda-Amaya, L. E. (2009). Bullying and victimization rates among students in general and special education: A comparative analysis. Educational Psychology, 29, 761–776,

[vii] Rose, C. A. (2011). Bullying among students with disabilities: Impact and implications. In D. L. Espelage, & S. M. Swearer (Eds.), Bullying in North American schools (pp. 34–44). (2nd ed.). New York, NY: Routledge.

[viii] Rose, C. A., Espelage, D. L., & Monda-Amaya, L. E. (2009). Bullying and victimization rates among students in general and special education: A comparative analysis. Educational Psychology, 29, 761–776,

[ix] Swearer, S. M., Wang, C., Maag, J. W., Siebecker,A. B., & Frerichs, L. J. (2012). Understanding the bullying dynamic among students in special and general education. Journal of School Psychology, 50, 503–520.

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Social Express named in Common Sense Media Power Up Special

Common Sense Media has officially launched its updated Power UP Special Needs and Learning Difficulties Guide for Kids; and The Social Express II is included!

Being featured in this guide is a meaningful milestone for us. The Common Sense Media team spent months diving deep into research, interviewing experts and educators, and testing products with families and field leaders. Their goal? To identify high‑quality, thoughtfully designed tools that can genuinely support kids who benefit from learning in non‑traditional ways.

We’re proud that The Social Express II was selected as one of those standout resources. It reinforces our mission to help all learners build the social‑emotional skills they need to thrive through engaging, interactive experiences that make skill‑building feel natural and fun.

If you’d like to explore the full guide, it’s available for free on Common Sense Media’s website:
http://www.commonsensemedia.org/guide/special-needs

At Brighten Learning, we’re committed to creating tools that meet diverse learners where they are. Being recognized in this guide motivates us to continue innovating and supporting educators, parents, and,most importantly, kids.

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11 Tips to Prepare for Your Special Needs Child’s IEP Meeting

sara-list-300trAs a dad of autistic twins, I have been involved in many IEP meetings beginning when the twins (now 12 1/2) were three years old.  (IEP means Individualized Education Program.)

I like to think of the IEP as a road map Read more

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How Inclusion Can Benefit Special Needs Children Socially

We would like to welcome our first guest blogger to The Social Express…
Marcela De Vivo

How Inclusion Can Benefit Special Needs Children Socially

Inclusion is a hot issue in education as of 2013 and it has been for years. While many don’t fully understand the idea of inclusion, it’s a topic that most parents of children with special needs are familiar with.

Inclusion is a simple principle that states children with special needs should take part in regular classes and activities – just like children their age without special needs. Some proponents of inclusion believe it should be based on ability – others believe all children with special needs should experience standard classroom education.

Inclusion involves more than just education for many parents and children with special needs, however. Regular classroom settings and participation in activities may be beneficial for helping children with special needs develop better social skills as well.


Proponents of inclusion believe the classroom offers a blank slate for special needs kids.
Image Courtesy of Wikimedia Commons

Children Learn By Example

Whether they learn certain behaviors from their family and parents, peers and schoolmates or teachers and authority figures, children learn how they’re supposed to behave based on examples that are set forth for them. For many children with special needs in special classes, the example set for them there on a daily basis is simply other children with special needs, therefore, they become accustomed to that restricted environment.

While special needs children can benefit from spending time with other special needs children, problems can arise when they spend all of their time with children with similar behavioral issues. Inclusion improves learning for both classified and unclassified students. After all, many children learn by example and they may begin to imitate behaviors that aren’t beneficial for them.

By being in a classroom with children that don’t have behavioral issues, some individuals with special needs may be able to develop better social skills through example. When children who have learning problems are included, students without disabilities tend to perform better academically. For example, a teacher is more inclined to break instruction into finer parts or repeat directions if he or she has a student in the room who is deaf, blind or has a developmental disability.

Inclusion Helps Children Adjust

The issue of inclusion is passionately debated, but most advocates believe that attending regular classes and spending time in standard classroom settings, even if they don’t do it full-time, can help children with special needs better adapt to the rest of the world – a world that is predominantly made up of others that do not have the same needs.

Many advocates of full inclusion believe that special needs children who attend regular classes will be better equipped to handle the world in their teen and adult years due to their exposure to children without special needs. For many children with developmental disorders who may be working to overcome them, that means easier friendships and work situations later in life, and less overall shock when it comes to adapting to the world later on.

It Goes Both Ways

Children with special needs may be able to develop better social skills by attending regular classes and spending time with other children that do not have special needs, but the issue goes both ways. One thing that many advocates of inclusion tend to forget is that children who do not have special needs can also develop better social skills and empathy by being in classrooms with special needs children.

Both partial inclusion, sometimes referred to as mainstreaming, and full inclusion are becoming more and more common in schools throughout the United States, and even in foreign countries around the world.

While there are parents and educators on both sides of the fence, it’s difficult to ignore some of the statistics that state inclusion is beneficial for the educational and social development of special needs children.


Image Courtesy of Wikimedia Commons

Marcela De Vivo is a freelance writer from Los Angeles who covers various industries, including health, marketing, special needs law and more. As a mother of a child with special needs, she helps to educate other parents with special needs children about inclusion and special needs law.

If you’re looking to help your child learn social skills, our online engaging animated program may benefit your child. Parents tell us that kids love the Hollywood style animation and characters and actually ask to use The Social Express! To see how it works, click here.   Click here to try our 10-day, no risk trial.

 

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Review of The Social Express – Best Social Skills apps for Teenagers

 

 

 

Review of The Social Express – Best Social Skills apps for Teenagers

By Helen Wagner

Overall Impression

This is the most comprehensive social skills app which I have found, to date. I highly recommend it to SLP’s, parents and teachers of socially deficient students. It’s lessons must not be rushed through.

Overall Rating: 5

Appy Ratings (Appy’s):
•Educational Value: 5
•Entertains/Engages User: 5
•Customization/Settings: 5
•Value for the money: 4
•Ease of Navigation: 5
•Quality of Graphics: 5
•Overall Rating: 5

Category:
• Social Skills

Goals:
•Comprehension
•Emotions
•Problem Solving Skills
•Wh Questions
•Social Skills Development

Age Group:
•Lower Grades (Age 6-8)
•Upper Grades (Age 9-10)

Overview

The Social Express is a unique movie-like set of interactive training/practice lessons in using Hidden Social Keys or rules, in order to enable users to become more socially competent and to fit in with a group. It is intended for elementary to middle school aged learners who do not understand unspoken social rules. The Hidden Social Keys are: Keep your body facing a group; Look at who is talking; Use your eyes, ears and brain to figure things out; Talk about what the group is talking about, Monitor and adjust your behavior when you’re with a group; Look at what others are looking at; Try to figure out what to do based on how others are feeling; and talk about things that others like to talk about. There are two levels of instruction to choose from, depending on the severity of the social delay. The app is designed to be completed with a teacher and a learner working together to explore a variety of social situations. The user makes choices about what should be done in given social situations. The teacher and learner discuss the different scenarios presented and problem solve together to determine the appropriate course of action in various social situations. A pause button allows discussion and questioning during each activity. 12 coping strategies are also taught. The program comes with an online user guide, printables (achievement awards, feelings cards, coping strategies, hidden social keys cards, and character profiles). Emma, Zack and their dog are the featured, animated characters who are faced with social scenarios in a realistic environment/world. The characters use a hand-held “Digital Problem Solving” device to make appropriate behavioral decisions. A matching app called DPS
(Digital Problem Solving) can be purchased separately to go along with the use of Social Express. The Social Express provides for specific practice of social skills.

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Autism Help for Parents: How my love for apps came to be by Julie-Anne

 

AppAbled-blog-autism-softwareWe were so touched by this heartfelt post by a mom who has a young son with autism. Julie-Anne shares how much the world of Apple technology, autism software apps, and iPads have enriched her son’s life. These devices and autism software made it possible for her son to communicate with his family, therapists and others.

We’re also honored that Julie-Anne included our autism software program, The Social Express, in her post! As both parents of twins with autism and program developers, we understand the need to reach more and more families with helpful autism software.

Here is Julie-Anne’s post. You can also visit her wonderful app review blog, AppAbled by clicking here: http://appables.blogspot.ie/

On her blog, Julie-Anne provides App Advice for the Special Needs Community. AppAbled, autism software apps reviews

How my love for apps came to be ~ Julie-Anne

I sat down tonight to write a review, but my mind kept wandering else where. I realised that for the past few months I have been writing and talking about apps all day everyday, yet I have said very little about how I became involved in this world of technology.

Most people already know that my son David, aged 9, has Autism. David is the most beautiful, funny kid you could ever meet. He has changed my life forever.

At the age of 3 1/2 David was diagnosed with Autism and severe receptive and expressive language delay. The therapist was unable to complete parts of the evaluation process as David’s language and attention span was so poor back then. We knew he had a love of animals, dvd’s and certain foods but there was so much about my son that we had yet to learn as he was unable to tell us.

At the time we had started to use pecs (Picture Exchange Program) in the hopes of breaking the cycle of hand grabbing and acts of aggression as a form of communication.  It was as if David was trapped in a bubble trying to break out and have his voice heard.

After a few months of using this method it was proving to be quite a chore dragging pecs books around with us. One night I was chatting to some fellow Autism parents and one of them happened to mention the iPod and the Grace App. The whole world of Apple was alien to me. I couldn’t work out how this tiny little device would allow my son to communicate.

A few weeks later I watched a news bulletin about the release of the Grace App and mentioned it to my brother. He kindly donated his own iPod touch to David and low and behold our first introduction to the world of Apple took place. Grace App revolutionised the way my son communicated. Within a matter of weeks he was able to use it to ask for everyday essentials.

As time past we bought more and more apps. At the start it was all very much trial and error when it came to buying apps. Ultimately we wanted to zone in on areas that needed attention most and balance those needs against apps available. Very quickly my son progressed from having little or no writing ability and fine motor skills to being able to write unaided in his school books. His language increased and as a result his levels of frustration waned. Through apps like The Social Express David’s social skills and understanding have improved. He is now able to hold a two way conversation to a certain degree.

David currently has an iPad for home and one for school use as well. All of these devices are due to the incredible generosity of friends, family, Irish Autism Action and even strangers who helped to collect phones needed to get David his iPad. David uses his iPad for maths, English, hand writing, reading and like every other child on this planet for his Angry Birds as well.

When I see my son lying on his bed reading a book app my heart jumps a little. He no longer has to worry about fumbling with pages whilst trying to focus on reading. I love listening to him laugh and watching him as the smile spreads across his face when he has completed a task on the iPad.

Today when someone ask me why I do what I do, my reply is always the same – ” If I can help even one child to gain their voice then I am doing something right”. The world of iPad and iPods has opened up a whole new world for my son and countless others. The possibilities of it are endless. There is an app for almost anything you need now. iOS gives the user a voice and the freedom to be heard. I have heard some incredible success stories from parents and therapists over the past few months and I am very grateful to have the opportunity to have met so many amazing men and women through the App world.

AppAbled, autism software reviews blog by Julie-Anne

Thank you all for allowing me to share my passion for iOS technology with you. I am not a teacher or a therapist, but merely a Mum who has seen first hand what these devices can do.

Julie-Anne

You can follow Julie-Anne on Twitter @App_Able or on Facebook
https://www.facebook.com/AppAble

photos courtesy of: http://appables.blogspot.ie/

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Seven Tips for Using iPads with Kids with Autism (and My Favorite Learning Programs)

The Social Express Guest Post for iLearn ProjectHere is a recent guest post I wrote about using iPads to help kids with autism. It was published at ilearnproject.com Here is how the iLearn Project describes itself from their website:

The iLearn Project exists to equip families, educators, and school leaders to innovate using 21st century digital learning. We’re here to make your life easier by compiling and producing the latest research and tools. We’re not affiliated with any curriculum, software, or hardware providers. Our vision is to see Washington state lead the country in high test scores and low costs as a result of online and blended learning. The iLearn Project is a project of the Freedom Foundation.

Like many parents and educators we’re sold on the iPad as a learning tool. My wife and I believe that it’s hard to beat the iPad for learning programs for our sons with autism.

Our twin sons, diagnosed on the spectrum at the age of three, are 10 years old now and in mainstream classes. It was a long road to arrive here. When my wife and I successfully navigated the public school system and got them into mainstream kindergarten, we were so glad.
Then, we quickly realized that the boys were both suffering from major social- emotional skill deficits. They weren’t interacting at all with the other kids in their new mainstream class. We knew that we had more work to do to help them to develop social skills.

About the same time, a big ‘aha’ Read more

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Autism Help for Parents: Websites for Buying a Used iPad

[vc_row][vc_column][vc_column_text]The iPad has certainly proven itself valuable when it comes to helping parents, teachers and professionals who work with children on the autism spectrum.

The recent 60 Minutes television show that aired called “Apps for Autism” demonstrated again how useful iPads are for kids in our community. It was a great reminder for me. In case you missed the show, here’s a link to some segments of the 60 Minutes episode.

We love using learning programs for our twins with autism on the iPad. It has been a game changer for us.

Autism Help for Parents on a Budget

It seems to me that every family on a tight budget these days. We’re all in the mode of making our dollars stretch as far as possible. Maybe you’ve been thinking about getting a used iPad for your child with autism.

So, we put together a list of popular websites that you can check out if you’re looking to purchase a used iPad.

Note: We’re not experts on this topic and aren’t endorsing any of these websites. We know you’re all crazy-busy parents of children who need lots of help and support. We like trying to find ways to offer help for parents.

Here you go. If you’ve got any other suggestions about websites for buying used iPads, let us know!

As you’d expect, the big, well known websites also offer used or refurbished iPads for sale. Including Apple itself.

Apple store online.  Search this website for buying a refurbished iPad. http://store.apple.com/us/browse/home/specialdeals/ipad

This description of refurbished products is from Apple’s website.

Apple Certified Refurbished:

Fast, free shipping on all refurbished products.
We test and certify all Apple refurbished products and include a 1-year warranty.
All refurbished iPad models also include a brand new battery and outer shell.

Amazon offers refurbished iPads for sale. We did a search on used iPads and this is what we found:  Click here.

Best Buy, has a website that you can purchase used and refurbished iPads, called Cow Boom http://www.cowboom.com/

Craigslist. You can find hundreds of used iPads for sale if your city has a Craigslist. Here is a link for a recent search on Craigslist for Los Angeles.  http://losangeles.craigslist.org/

Ebay. Of course, there’s always eBay if you’re into bidding for products. Our search resulted in this listing: http://www.ebay.com/electronics/ipad
You can see a list of all of Ebay’s iPads available for sale here http://www.ebay.com/electronics/ipad

Instant Ebay according to an article on Ecoustic.com, Instant Ebay offers a 30-day return policy, unlike many of the online sites selling used iPads.   So you can return it if it quits working within the 30 days. Nice option!
Here is the link to Instant Ebay Sale, http://instantsale.ebay.com/

LogicBuy.com is another site offering used tablets and iPads. http://www.logicbuy.com/categorydeals/tablets-ereaders/tablets

PriceGrabber.com: a recent search for “used iPads” on this site turned up over 63,000 results. Plenty to choose from here!
http://www.pricegrabber.com/

What to Look for When Buying a Used iPad

This is a useful blog post on Ecoustics website about what to look for when buying a used iPad. It offers some great tips.

They point out that if you’re not really set on getting the absolute latest technology, you can save money by buying a used iPad.

If you’re buying from Craigslist, make sure you know the seller well. It’s hard to really test the iPad in a few minutes before you pay for it. And like with anything you’re buying, be sure to shop around and be sure you’re getting a good deal.

Let us know if you have any favorite websites for finding good quality used iPads. We’ll add them to the list!

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