: Technology to Improve Learning and Communication at Monarch School

There is growing appreciation for the practical use of technology to improve learning and communication for persons on the autism spectrum. We widely use computer-based instruction and other forms of electronic media under the heading of technology at Monarch School for children with autism in Shaker Heights, Ohio. Monarch School’s dynamic, visual-based, technology-enhanced curriculum maximizes each child’s unique capacity to learn and communicate. In this presentation we intend to review the application of and results from using technology at school. The purpose of this presentation is to provide an overview of the use of technology (including computer and other forms of electronic screen media) to improve learning and communication for persons on the autism spectrum.  At Monarch School we have a long history of applying technology within four main categories. Those categories including how technology is applied within each and our strategy for collecting outcome data are as follows:

1. Receptive and Expressive Communication

Included in this category are the uses of speech generating communication devices (SGT) as well as communication software applications resident on desktop computers (e.g., Speaking Dynamically Pro, scene and element cues).  In our program we collect outcome data on mean length of utterance, social pragmatic uses, and augmentative device use across settings.

2. Observational learning (AKA video modeling)

At Monarch School we use video observational learning to teach social pragmatics, appropriate behavior, activities of daily living and difficult language concepts.  We use the Teaching Language Concepts (TLC developed at Children’s Hospital Boston in cooperation with Monarch School) for this purpose. Outcome  data on the acquisition of concepts is collected and analyzed on a consistent basis for each student exposed to this powerful learning method.

3. Software Development

The software development arm of Monarch School known as Monarch Teaching Technology has created a host of software applications meant to improve student learning and teacher efficiency.  This seminar will review several “electronic” versions of well known instructional practices for children on the autism spectrum including

• Electronic e schedule – a computer based daily schedule
• Scene builder – a virtual scene display with hotspots” to facilitate learning
• Build a book – interactive stories with personalized comprehension questions,
• Matching boards – instructional tool used to match any two multi media or text elements
• Topic boards – electronic version used to increase expressive and receptive language skills by providing opportunities to expand sentence structure with specific vocabulary related to a topic,
• Game boards – interactive computerized game displays used to teach social skills and pragmatics.

4. Interactive Whiteboard

Through integration of technology into Monarch School curriculum, interactive whiteboards have transformed the process of teaching and have translated activities into usable digitized information.  The interactive whiteboard encourages students to focus, aids in communication, lessens distractibility, and provides constant repetition and reinforcement.

The final presentation will offer a comprehensive look at how the teachers, psychologiests and therapists (Speech Pathology and Occupational Therapy) apply technology to supplement the more traditional teaching and therapeutic strategies. Finally, as noted, case data on our students will be used to demonstrate the manner in which technology in each of these four areas is used at the Monarch School.