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Retrieval practice - some ideas for home

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Retrieval practice - some ideas for home

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The technique of bringing information to mind for improving and increasing the learning process is known as Retrieval Practice. Consciously recalling knowledge helps learners in long term retention of knowledge, and to pull their knowledge "out" and analyze initial learning.

Retrieval practice (formerly referred to as the " testing effect") is a useful revision and effective learning technique that helps in memory retention because it involves recollection of prior knowledge, which improves the chances of knowledge shifting to long term memory.

Cognitive Psychologists Professors Roediger and Karpicke are well-known leaders in research on the application of retrieval practice in school environments. Roediger Et Al. indicated that when students study a passage repeatedly, they will remember more in the short-term. However, when they engage in factual recall more frequently, they improve their long-term learning (Roediger Et Al., 2006).

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Using Retrieval Practice in school environments

Depending upon the grade levels, the Retrieval Practice condition isappliedin several ways in the school environment. It can be as easy as trying to recall initial learning mentally or on a paper without involving complex materials or without reviewing the learning materials. Following are some ways to use retrieval practice in the classroom:

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1. Practice tests: Teachers can ask students in a Middle School Science Classroom to write their practice questions; students can use practice questions from the textbook or use those provided by the teacher; they can make and share questions with their study partner, or use online sources to find questions. Teachers can also ask students to first write the correct answers to the questions in short answer format and then ask students to find the correct answers to the same questions presented as multiple-choice questions in the final test or unit exam.

2. Flashcards - For students in primary grade levels, teachers can ask students to write questions on one side of the index card and answers on the other side of the card. Students can also use flashcard software systems or create flashcards on a computer and print them out.

3. Writing prompts - The writing prompts technique is very effective for encouraging students to think about a specific subject and to show what they know. For example, the teacher can write an incomplete sentence on a card and ask the students to complete the sentence e.g. "A plant needs sunlight to ________".

4. Concept maps: Karpicke Et Al. (2014)explained that creating concept maps, is like writing prompts; but, students create a keyword map of related words instead of writing complete details of retrieval tasks. Students will create concept maps by writing the title at the top of the page and drawing a large circle. Then, they will add circles with keywords about the topic. For different grade levels, the concept maps would indicate what the students don't know while showing what they already possess in their long term memory.

Elaborative Interrogation: This is an effective method, which mostly includes detailed 20 questions, which is useful retrieval practice in classroom settings. Elaborative interrogation does not involve the writing of any sort, but a student may write the answers and is better with two or more students. To use the Elaborative interrogation technique in an educational setting, the teacher would make pairs of the students, and give each pair of students a topic and several questions to ask. The main purpose is to encourage students to think deeply about the topic and recollect what they truly know.

When did this happen?

Why did this happen?

How does it work?

Why does it work?

1. Quizzes: For different grade levels, quizzes are the key ingredient that can be performed in several different ways. These can be performed individually or in groups, pairs, or as a class. Teachers can give colour cards or clickers to the students for answering or they can make the different teams in the class. While considering the level of difficulty, teachers can also use different apps and websites to ask multiple-choice questions or to conduct multiple-choice tests.

2. Placemats: Itis easy to make placemats. Worksheets provide a great way to assess prior knowledge. However, like other study strategies placemats can give great results when they are used alongside other popular methods and educational materials. Placemats are more effective for teaching elementary school children; but, there remains a risk factor for children becoming bored or just stopping to care. Therefore, placemats must be used to perform complex tasks in intentional and responsible ways.

3. Copy-cover-and-check method: To apply this retrieval practice in school environments, teachers would ask students to simply cover their lecture slides with a card, try to recall the text on the slides, and then remove the card to check. This technique provides the learning assessment without needing little-to-no extra effort before starting to apply retrieval activity in classroom settings.

Below are some examples:

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Getting retrieval practice right

If teachers know the kind of questions that will be asked in the course exam, they can also help students by providing successful retrieval practice conditions suitable for similar kinds of questions. Therefore, retrieval condition in classroom settings increases the possibility that students would successfully recall relevant information for their upcoming high-stakes exams.

Depending upon the level of difficulty, teachers can implement cued recall tests and use cue cards to remind students of complex materials and complex concepts. After using the retrieval method, it is suggested to check notes and textbooks to ensure correct and complete retrieval of the information. Cue cards strategy would rectify any mistakes, and give immediate feedback about what one knows and what one doesn't know.

‍ Retrieval practice activity becomes more effective when it is performed along with othereffective learning techniques. There are many benefits of testing but the following are some other revision techniques that can have positive effects on retrieval educational practice in making it more effective through creating new memory paths for the knowledge being recalled.

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Spaced Retrieval Practice

Spaced retrieval practice is a popular method and a useful retrieval-based learning strategy of Cognitive Science, which means studying a topic more than once but having long gaps between learning sessions. In other words, it divides learning into time. Research in cognitive psychology shows that the spacing effect is more beneficial for long-term, meaningful learning. The space must be of longer duration rather than very short breaks. This strategy works better than rote learning because students get the time to forget the details before striving to access them. The best way to use spaced retrieval practice in classroom settings is to not quiz the students for some time after studying the information. Afterwards, students can be engaged in ret rieval-based learning activities or they will be asked short-answer questions using flashcards or other learning techniques for practising spacing and retrieval.

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Interleaving techniques

The process of changing subjects or topics rather than just paying attention to one topic for long periods is called interleaving. For instance, rather than studying Biology for four consecutive hours, a student would study Chemistry for an hour, Biology for an hour, History for an hour, and Mathematics for an hour.

In this study time, the student would be using flashcards, making mind maps, or self-quizzing for a long-term, meaningful learning and effective retrieval practice in classroom settings.

Both spacing and interleaving techniques can help increase students' long-term meaningful learning and memory retention of important information.

When a student utilizes interleaving alongside spacing and effective retrieval practice, it improves test-enhanced learning and improves the effectiveness of all three of them.

Interleaving is also a useful Retrieval based learning strategy to retain several topics into memory in a specific amount of time. Interleaving improves meaningful retrieval-based learning by mixing up topics closely related to one another. This improves students' learning process and their ability to differentiate between numerous concepts.

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1. Retrieval practice is an effective strategy because it helps reinforce schemas that learners have created, which helps them save the information in their long term memory. In a study, Carpenter & Lund (2016) observed that high-performing students benefited in exams more from retrieval-based learning class activities than copying and rote learning; on the other hand, low and middle-performing students benefited more from copying and rote learning as compared to retrieving

2. Retrieval practice enhances the retrieval-based learning activities; concept mapping, flashcards, or any of the other powerful learning strategies will promote meaningful learning as compared to re-reading or highlighting. Through self-explanation students explain to themselves parts of a learning material which improves their understanding. Also, prior laboratory studies have shown the effectiveness of the practice of retrieval, which can be broadly characterized as recognition tests, cued-recall, and free-recall (McDaniel Et Al, 2011).

3. According to an Assistant Professor, Cognitive Scientist, & Former K-12 teacher, Pooja Agarwal, the act of calling information to mind or retrieval, our memory for that specific information is strengthened and it becomes less likely to forget about that information.

4. Yana Weinstein (2013), an Assistant Professor at University of Massachusetts, Lowell, states that retrieval practice is useful for protecting against the negative impact of previously memorized information on the learning of new information, alongside increasing the retention of subsequent information.

Benefits of Retrieval Practice

Research in cognitive scienceindicates that students may find it difficult in the beginning; but, having students vigorously recollect the information will benefit them greatly. There are many benefits of Retrieval Practice in classroom settings. Some of the most important effects of retrieval practice are:

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Challenges of using Retrieval Based Learning

Both teachers and students show concerns about classroom practice of r etrieval-based learning activities. Some teachers do not recognize the effectiveness of retrieval practice and they are hesitant to use retrieval practice because they feel that they might have to change their teaching styleor the textbook. But, it's not true because the effectiveness of retrieval practice is not only about receiving the information. Teachers must see how their students use spacing and practice the things that have been taught. Also, some teachers believe that retrieval practice would waste their class time. But, it's not right too. Application of r etrieval practice will act as a learning tool that will enable students to learn more quickly and retain more information in their long term memory.

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Using mental modelling for retrieval-based learning

The block building methodology that we have been using across schools in England was initially seen as a knowledge-building tool. Some of our member schools quickly realised that this engaging pedagogy was a useful way of finding out what students knew. We have seen educators ask students to build a conceptual model of a body of knowledge. This type of creative retrieval based activity is more engaging than multiple-choice tests. Unlike multiple-choice and short answer questions, students have to create a structure that represents a particular piece of knowledge. This for example could be a timeline, I hierarchical structure or categorising items into groups. The process uses student creativity to make sense of complex materials. These types of alternative learning strategies are more accessible than traditional classroom tasks as they free up the working memory to do more critical thinking. You can see the learning tool in action on the dedicated webpage.

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References

Blunt, JD & Karpicke (2014). Learning with retrieval-based concept mapping - Journal of Educational Psychology.

Carpenter, Lund, Coffman (2016) A classroom study on the relationship between student achievement and retrieval-enhanced learning, Journal of Educational Psychology, Springer.

Mark A. Mcdaniel & Barbie J Huelser (2011). Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement, May 2011Journal of Educational Psychology 103(2):399-414

Pooja Agarwal, (2013). How to use retrieval practice to improve learning.

Roediger and Karpicke (2006). Test-enhanced learning: Taking memory tests improves long-term retention, Educational Psychology Review, journals.sagepub.com

Yana Weinstein (2012). Testing improves true recall and protects against the build-up of proactive interference without increasing false recall. Taylor & Francis.

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The technique of bringing information to mind for improving and increasing the learning process is known as Retrieval Practice. Consciously recalling knowledge helps learners in long term retention of knowledge, and to pull their knowledge "out" and analyze initial learning.

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Resources providing practical tips and tools to help pupils, schools, parents and carers to manage changes and transitions throughout their time at school.

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I am:

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Under 18 and worried about online sexual abuse?
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We are a local charity supporting the wellbeing of people and communities throughout Perth & Kinross, at the times when they need it most, for over 50 years. With our committed staff of over 80 and the help of more than 120 dedicated volunteers, we support unpaid carers, those recovering from mental ill-health, minority communities, older people, the local Third Sector, and volunteers.

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Perth Autism Support: Empowering children, young people and families We provide a range of services to support autistic children and young people and their families in Perth and Kinross. I’m Looking For… Support for Children Support For Young Adults Suport For Parents Training & Learning Learn About Perth Autism What We Do OUR STORY About […]

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cool2talk is not an emergency service. If you need an immediate response please contact Childline on 0800 1111 or the Samaritans

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Sometimes, if we're worried about your or someone else's immediate safety, we may need to get you help. If this is the case, we will use your IP address (a number used by your internet provider)and other information that you have provided to
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We would like to reassure you that this would only happen if there was immediate risk of harm for you or someone else.

Read more HERE on our safeguarding & child protection procedures.

Please post a question on the site if you want more information

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Cool2Talk - A safe space for young people age 12 and over

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cool2talk is not an emergency service. If you need an immediate response please contact Childline on 0800 1111 or the Samaritans cool2talk provides a confidential service. When you use the site you do not have to provide personal information that identifies you.

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Introduction

Individuals with Autism Spectrum Conditions may have good technology skills and feel comfortable using devices such as a tablet or a computer for communication, an educational activity, work related task or for entertainment.

Technology allows for adaptability and can increase motivation. The portability of a hand held device means that it can be flexibly used in a variety of circumstances for different purposes. The cost of these devices is being reduced all the time which makes it easier for more people with ASC to get access to a cool, mainstream device that can support their communication, learning and importantly, promote peer acceptance.

Technology can support in the following areas:

social communication and interaction

memory

sensory processing difficulties

fine motor skills

literacy

visual thinking

controlling emotions and choosing appropriate behaviour

Technology to support social communication and interaction

Technology can be particularly helpful for people on the autistic spectrum who have difficulties with their social communication and interaction. Used for this purpose, it is referred to as Augmentative and Alternative Communication (AAC).

AAC covers a wide range of strategies, some that do not invlove technology such as gesture and signing, but many do including symbols, word boards, communication boards and books, as well as communication aids. The purpose in using them is to enhance communication, not to replace or inhibit existing skills. There is no evidence that using AAC negatively impacts speech and language development.

The AAC available and principles for effective implementation for people with ASC are no different from any other individual with complex communication support needs.

Using Visuals to Support Understanding

Many AAC strategies are visual and relatively static. Spoken language, on the other hand is auditory and always transitory by nature. Some people process information better when they are looking at pictures or written words to help them visualise spoken information (for more about this see below - technology to support visual thinking).

Visual supports for communication often take the form of picture symbol sets used through pointing by those in the environment to supplement their speech. As well as supporting understanding, this also provides a model to the individual on how they can use symbols to get a message across. This teaching technique is often referred to as Aided Language Stimulation.

There are different picture symbol sets and software for printing visuals, including:

Boardmaker using Picture Communication Symbols (PCS)

Matrix Maker Plus which uses Widgit symbols, SymbolStix and Inclusive Technology symbols

People with ASC can benefit from the use of symbols in their environment and within their AAC system, whether printed (low tech) or electronic (high tech).

Examples of Low Tech AAC systems

Some low tech systems have been designed primarily for use by people with ASC, these include:

Picture Exchange Communication System (PECS) - designed to teach people with ASC the basic concept of communication. At its core, is the shaping and developing of communication activity, encouraging the individual to give a symbol to another person. That person giving the desired object in return.

Pragmatic Organisation Dynamic Display (PODD) - an approach which involves giving individuals access to a large vocabulary of words in a symbol communication book, based on the way that we use language socially and taught through modelling. (It is also available in some communication devices and apps).

Assessment for AAC

Assessment of skills for using AAC is essential when matching a person's communication needs to the technology available. A speech and language therapist can usually carry this out, which would include information on the individual's:

Language skills - understanding of the meaning of words, and how they can be combined into phrases to form meaning and understanding how symbols or written words in their AAC system can be used to expressive language themselves.

People with ASC may not pay attention, take spoken language literally and have limited/no speech. Technology can support people with ASC to develop their understanding and use of language and provide them with a for speech output system.

Operational skills - this is the development of the technical skills needed to operate the technology, such as switching on, navigating pages, using different access options and involves sensory/perceptual and cognitive demands.

For people with ASC this may be are area of strength, as many are particularly interested in and have the sensory and physical skills to use the technology.

Social skills - this is the understanding of the social roles in communicating and how we connect with other people, such as when to speak and use language for different social functions, including making requests, relaying information, giving opinions.

Strategic skills - this is about making the best use of what communication skills you have, in different situation and with different people. It involves knowing when to use different communication strategies (in combination) such as gestures, signs, vocalisations, aids to communicate effectively.

Some people with ASC have limited social skills. They may want to interact with others, but lack the skills and means to do so, or they may be inherently uninterested in communicating. They can learn how to interact with others if they are taught the skills and a communication method(s).

Learn more about AAC Assessment.
Learn about making communication goals and monitoring outcomes through the CODES Framework.
Essential Environmental Factors

For people with ASC to develop effective communication, they require appropriate support from others in their environment. In order for the individual to practice and develop their AAC system they must have communication opportunities, such as making choices, expressing opinions and shared reading and good communication partners to facilitate interactions.

Learn more about AAC and strategies for communication partners.
Learn about CALL Scotland's Symbols for All free symbol resources for inclusive learning and communication.
Examples of High Tech AAC systems

These are devices that speak and/or produce text, ranging from simple buttons or basic pages that speak when touched, to full communication systems. Some are based on mainstream equipment such as mobile devices, tablets and laptops, others use specially designed equipment. Most require selection and download of AAC apps or software.

There are many communication apps for people with complex communication support needs. CALL Scotland have a collection of tried and tested apps in our downloadable AAC App Wheels. These include picture exchange apps for people with ASC:

Grace (iPad/Android)

SPEAKall! (iPad/Android)

So Much 2 Say (iPad) - SymbolStix symbols

Pictures Can Talk (iPad) - Mulberry symbols

PECS IV+ (iPad) - PECS images

Learn more about high tech AAC.

Technology to help with memory issues

Working memory is the system that actively holds multiple pieces of transitory information in the mind, where they can be manipulated. Working memory is part of the executive functions, a specific area where individuals where autism tend to perform poorly. When information is complex greater demands are made on the working memory.
How can technology help?
You can record reminders and notes with bespoke audio recording devices, software or apps or, use the in-built functionality of a mobile phone or tablet.

For full information on audio recording devices, software or apps go to our Dyslexia pages / Using Audio to support writing and notetaking

In-built functionality of a mobile phone or tablet

A mobile device (phone, tablet) has a number of features (e.g. calendar, alarm clock, reminders app as well as texting) that can be useful for someone with memory issues.

This could be used for:

School / university / workplace notes

To Do lists

Sequence of activities

What do next list - with alert prompt if needed

Reminders set with device calendar (independent)

Text reminders (prompted)

Technology to support sensory processing difficulties

Many people on the autism spectrum have difficulty processing everyday sensory information. Any of the senses may be over- or under-sensitive, or both, at different times. These sensory differences can affect behaviour, and can have a profound effect on a person's life.

Sometimes an autistic person may behave in a way that you wouldn't immediately link to sensory sensitivities. A person who struggles to deal with everyday sensory information can experience sensory overload, or information overload. Too much information can cause stress, anxiety, and possibly physical pain. This can result in withdrawal, challenging behaviour or meltdown.
How can technology help?
Technology can support the following areas of sensory sensitivity:

A major benefit of using technology is in allowing each user to customise the computer screen to suit individual visual preferences.

Effects of sight hypersensitivity or hyposensitivity

Hypersensitivity

Hyposensitivity

Distorted vision - objects and bright lights can appear to jump around

Objects appear quite dark, or lose some of their features.

Images may fragment

Central vision is blurred but peripheral vision quite sharp or central object is magnified but things on the periphery are blurred.

Easier and more pleasurable to focus on a detail rather than the whole object

Poor depth perception.

How technology can help with sight hypersensitivity or hyposensitivity

Magnifying text by increasing the font size to aid readability.

Magnifying information on the computer screen such as the desktop, menus, icons.

Increase the size (and colour) of the mouse pointer.

Use mouse pointer 'trails' to track mouse movement.

Change font and background colours to improve contrast, e.g. yellow on black, white on black.

Use a high visibility or larger keys keyboard to aid typing.

Vu ruler ??? equivalent??

Safari Reader to clear distracting text from web pages ( or Reader View / Reading View in different browsers)

Use zoom functionality on iPad to help focus in on objects or text.

How technology can help with sound hypersensitivity and hyposensitivity

Effects of sound hypersensitivity or hyposensitivity

Hypersensitivity

Hyposensitivity

Noise can be magnified and sounds become distorted and muddled

May only hear sounds in one ear, the other ear having only partial hearing or none at all

May be able to hear conversations in the distance

May not acknowledge particular sounds

Inability to cut out sounds - notably background noise, leading to difficulties concentrating

Might enjoy crowded, noisy places or bang doors and objects

How technology can help with sound hypersensitivity or hyposensitivity

Some individuals with auditory sensitivity and are better able to respond to lower sounds.

Using technology it is easy to adjust sound according to the individual's needs. With headphones on, the individual can listen to an audio book at whatever volume suits them best and can make the difference of them continuing to listen than not engaging at all.

Providing traditional paper books in an alternative form such as digital or e-Books is a good way to engage all learners. Apart from the ability to listen to the text being read out loud (at whatever volume, speed, voice - see The Scottish Voice), books in a digital format can be easily adapted and personalised to suit the reader's needs. E.g. an individual with autism and visual stress or scotopic light sensitivity may read the text more easily if it is on a coloured background.

For more information on how to access E-books and Audio books go to our Information pages on Dyslexia / Reading and scroll down to two thirds down the page.

How technology can help with touch hypersensitivity and hyposensitivity

The touch screen is more accessible for individuals with coordination or learning difficulties. For all the gestures used to operate a touch screen device e.g. sliding, pinch and zoom, tapping on the screen to type - a light touch is all that is required.

Research has suggested that touchscreens have a more direct relationship between a user's hand movements and the on-screen effects than a mouse or keyboard (Romeo, Edwards, McNamara, Walker, & Ziguras, 2003) Journal of Information Technology Education: Innovations in Practice Volume 16, 2017.

The ease of use, visual impact and intuitive interface, combined with the 'cool' factor and portability of a tablet have led to many success stories for students previously not engaging with computers for reasons linked to touch sensitivity or finding the use of mouse and keyboard too complicated. Not having to work out how to use the computer means that the student can fully focus on the particular activity.

Touch screen options

iPads v Android tablets: Android tablets are cheaper but there is a wider range of tested and reviewed apps for iPad

Smartphone

Windows Touch screen device

All-in-one Touch screen computer

Technology to support fine motor skill difficulties

Often individuals with Autism Spectrum Conditions have difficulty with fine motor skills which can make handwriting difficult. Writing with a pencil or pen also requires visual-motor integration (hand-eye co-ordination).

Technology helps reduce the frustration with handwriting or drawing. Using a keyboard, touch screen, or speech-to-text app can reduce the difficulty and exasperation, thus increasing the individual's enjoyment for learning.

Teaching technology for skills such as writing should be employed as early as possible to give individuals with autism the best chance at education and future employment.

How can technology help?

Use a computer or tablet for word processing rather than handwriting

Apps designed to improve fine motor skills

Literacy support software e.g. Clicker 7 - see next section on 'Technology to support Literacy difficulties / software'

Speech recognition software / app to negate the need to write or type; simply speak and the words will appear on the screen - 'Technology to support Literacy difficulties / Speech Recognition'

Check out the OT's with Apps and Technology list of Handwriting apps aimed at fine motor/ visual skill development.

Technology to support literacy activities

There are a variety of areas of difficulties when it comes to literacy activities. For many people with autism simply putting a pencil on a piece of paper is challenging. They feel under pressure not to make mistakes and it can result in paper being ripped up and a behaviour meltdown. Others are unable to focus, work independently, understand the task presented or have difficulty planning and formulating their ideas. Some may have underlying additional literacy issues that means they have low levels of reading ability.

How can technology help?

Using a computer or tablet for word processing or reading text

Supportive writing framework software / apps

Text to Speech

Spelling support

Speech recognition

Predictive Text

Using a computer or tablet for word processing or reading text

Using a computer or tablet provides many supportive assistive features that are not possible with paper based activities such as handwriting or reading printed text such as spelling support (writing) or text to speech (reading).

Paper based texts are a barrier to 'print disabled' learners because no adjustments can be made to make it easier for them to read the text.

For full information on free and commerical E-book sources go to our Information pages on Dyslexia / Reading.

Supportive writing framework software / apps

Features of writing support software include:

Spell checking.

Word definitions.

Homophone checker e.g. here and hear, etc.

Text-to-speech.

Access to whole words, phrases and pictures/symbols.

Word and sentence sets/writing frames.

Colour filters, masking and highlighting to help with visual stress.

Save text to audio - so you can listen to the text on a portable Mp3 player.

Word prediction.

Optical Character Recognition (OCR) which converts text shown in images to actual text.

Writing support programs include:

iPads and Android

Tablet devices such as iPads and Androids also provide a range of writing support apps including:

Text-to-speech apps

Word processing apps

Note Taking apps

Writing support apps

The iPad Apps for Learners with Dyslexia and the Android Apps for Learners with Dyslexia 'wheels' identify relevant apps categorised according to some of the difficulties faces by people with writing difficulties.

Text to Speech

If it is difficult to read from a paper book or document then it is possible to get support to do this if you can use an electronic version of the text. e.g. an e-book or a digital version of the word document.

A 'text-to-speech' program or 'text reader' on your computer or tablet reads text from a document or web page to you using a computer voice.
Text-to-speech may help if you:

read slowly or with difficulty;

get tired, or have visual stress when you read;

have problems concentrating when you read;

have difficulty following the text with your eyes;

want to listen to the text being read out while you do something else.

For full details go to our Information pages on Text to Speech

Spelling support

Often there is an apprehension to write a word down due to uncertainty about the spelling and a refusal to attempt the word in case it is wrong. Work done on paper can become messy if there is constant rubbing out of misspelt words which can be very frustrating.

There are many options to address these issues. Technology in the form of a computer, laptop or tablet can provide valuable support.

Here is our full list of Spelling support strategies as part of our Information pages for Dyslexia / Writing pages. (Scroll down to near the bottom)

Speech recognition

There is another option to getting text down on paper / on screen when physically handwriting or word processing on a computer or tablet is not possible: using Speech (or voice) recognition software or apps.

Everything you want to know about this in our Speech recognition information pages from what it is, what it can do, how to use it and where to buy it.

In our recent Talking in Exams project one of our schools had great success using Dragon Naturally Speaking software with high school autistic boys who did not produce any written or typed work but were able to talk into the headset and the software picked up their voice and it appeared as text on the screen. This was very rewarding and motivating for them and it opened up all sorts of possibilities on how this could be used for educational purpose and for life skills.

Predictive Text

Word prediction is especially useful for someone who is slow at typing or has limited keyboarding skills. Word prediction can reduce a user's number of keystrokes by up to 45%. This allows for a greater volume of work to be potentially produced which will help avoid anxiety and stress related to not keeping up with others.

Word prediction software predicts words in context as you write (after the first or second keypress). Word prediction aids spelling accuracy and can increase typing speed.

Features of word prediction software include:

Word banks - list of words grouped together.

Topic dictionaries - predicted words relate to the subject, i.e. 'dinosaurs'.

Create your own word banks or topic dictionaries.

Phonetic spelling corrections, i.e. elefant > elephant.

Tools to customise the colour and font.

Words spoken back to you to you - roll the mouse over the word.

Next word prediction - predicts the next word in context of what is being written.

Text-to-speech - you can hear what you are writing.

Dedicated word prediction programs include:

Co:Writer

Penfriend

WordQ

Technology to support visual thinking

Some people with Autism Spectrum Conditions are visual thinkers. They process information better when they are looking at pictures or words to help them visualise information.

Visual supports are tools that can be used to increase the understanding of language, environmental expectations, and to provide structure and support in school, at home, in the community and in the workplace. For individuals with ASC who have challenges with executive functioning, visual aids can be a helpful of tasks to do and in what order.

Technology can provide accessible and motivating visual support to the individual with Autism Spectrum Conditions.

Some examples of this are:

Visual timetables

Visual sequences of activities

Social stories

Mind maps

Visual Timetables

The research of Bryan and Gast (2000) supports the benefits of utilizing visual schedules with students with Autism Spectrum Conditions.

A visual timetable provide a structure to the day and can help with potentially difficult transitions from one activity to another. Timetable templates and symbols can be printed out to create a visual timetable using software such as:

Boardmaker using Picture Communication Symbols (PCS)

Matrix Maker Maker Plus which uses Widgit symbols, SymbolStix and Inclusive Technology symbols.

It may be preferable for some people to use real photos to help of understanding.
Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30, 553-567.
Visual sequences of activities

Choiceworks (£6.99) , Picture Me Calm (£1.99) and FTVS HD (£14.99) are all good examples of apps which can be used for creating visual timetables and activities that require sequential steps such as recipes. They are very user friendly in terms of ease of creation and also the end user. There are many options for look, feel and operability of the activity which results in a much better experience for the user. As the app is installed on a phone or iPad with in-built camera and video functionality, you can import photo and videos into the app making it an effective, personalised and (still or moving) visual representation of the task / activity on the schedule.

All these apps appear on the 'Visual Schedules' spoke of our CALL Scotland app wheel to support communication needs

Deanne Shoyer, a Mum to twin autistic boys has put together a really good list of 10 great visual support apps.

Social stories

Social stories were created by Carol Gray in 1991. They are short descriptions of a particular situation, event or activity, which include specific information about what to expect in that situation and why. The terms 'social story' and 'social stories' are trademarks originated and owned by Carol Gray

Social stories were developed in order to support individuals with autism to better cope with social situations.

Ali and Frederickson (2006, p. 355)
Social stories present information visually which can help an individual's understanding of an activity or event. They can help with sequencing (what comes next) and executive functioning' (planning and organising)

An example of a use app for creating a social story is Book Creator. A book can be created with a page for each step of the sequence / order of activities supported by text, audio, photo and video. If for example, the individual with Autism Spectrum Conditions gets distressed when visiting the dentist then creating a social story with the sequence of events, actual photos of the surgery and maybe a quick cheery hello 20 second video of the dentist will alleviate the anxiety. The book can be read / listened to / watched repeatedly and after the visit, an additional page could be added with the individual leaving the surgery with a smile and a thumbs up.

Our Story - Free digital storytelling app for social stories and more. It can help develop language and social skills for an individual with autism. Very user friendly and easy to use.

The American Friendship Circle blog has some excellent articles with comprehensive lists of assistive software and apps. Have a look at this one they have compiled on programs, websites and apps for making social stories.

Autism Speaks is dedicated to advancing research into causes and better treatments for autism spectrum disorders and related conditions; increasing understanding and acceptance of autism spectrum disorders; and working toward solutions for the needs of individuals with autism and their families across the spectrum and lifespan through advocacy and support.

They have some examples of social stories you can use on their website and also a link to using Powerpoint templates to create social stories.

The CALL Scotland infographic on 'Using Book Creator' has many ideas on how to use the app not just for social stories but to develop communication, organisational skills and to support literacy.

Mind Maps

It can be very hard for an individual with autism to process what you tell them but they can understand so much more easily if you provide visual supports along with the words.

Apps for mind mapping

Popplet app £4.99

Inspiration Mind mapping £6.99

Kidspiration £6.99

Mind Genius Free (in-app purchases)

Mind Meister Free (in-app purchases)

Controlling emotions and choosing appropriate behaviour

Living with autism can lead to problems making decisions, controlling emotions and choosing appropriate behaviour. In challenging situations or when feeling anxious, it can become even harder to process thoughts, leading to heightened anxiety and sometimes crisis situations.

How technology can help

Brain in Hand gives easy access to personalised support from an app on your phone. It's packed with features to help you remember activities, reduce anxiety and feel supported.

It's accompanied by remote support from The National Autistic Society to help you at times when you need extra help.

Together this helps you achieve your goals - whether that's travelling independently, staying in school, going to college or university, starting work for the first time or just learning how to deal better with life's up and downs

When using technology, children with autism:

can learn new skills;

are often more motivated;

often show better concentration;

often initiate more contact with those around them, eg talking to their peers or showing teachers and parents what they have done;

can be an expert, make choices and direct their own learning and play;

might find ways to regulate their well-being - watching the same YouTube clip over and over might seem pointless, but it might be helping your child to manage their anxiety or just relax.

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Individuals with Autism Spectrum Conditions may have good technology skills and feel comfortable using devices such as a tablet or a computer for communication, an educational activity, work related task or for entertainment. Technology allows for adaptability and can increase motivation.

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Glow is the national online service funded by Scottish Government and provided by Education Scotland. This learning environment provides learners and educators across Scotland with access to a wide set of innovative digital services and resources designed to enhance learning and teaching across the whole curriculum.

Access to Glow is restricted to learners and educators who are issued with an account that can provide access to a number of different online services such as Microsoft Office 365, Google Workspace for Education and Glow Blogs.

Online safety is of utmost importance in the delivery and management of Glow. Glow is not an open system, and should be viewed as an extension of the school/education establishment. Only learners, and adults who require access in relation to their role as teaching or support staff, are provided with Glow accounts. All adults will have been Disclosure Scotland checked at minimum prior to their individual Glow account being created. Therefore parents/carers logging in using their child's Glow account and using Glow is not permitted. In addition, schools should not issue children's Glow accounts directly to parents, or use Glow as a means to communicate information directly to parents.

Schools and local authorities are responsible for ensuring children are safe while at school and that there is an appropriate and safe way for parents and carers to engage with their child's school in order to support learning. There are a number of ways in which parents/carers can keep informed about their children's learning, some of these use Glow and do not require a Glow account to access them. Parents/carers can also be involved in their child's learning by viewing and discussing their learning activities and content at the shoulder of their child while they are logged in to Glow.

Schools should be able to provide more information about how they are using Glow to share information as well as any alternative methods to Glow to engage with the school community and support learning.

Check with your child's school/establishment to see how you can get notifications through their social media channels such as Twitter. Many teachers post regularly about the learning that is taking place across the school.

School Blogs

School Sways

Stay safe online

Internet access at home can be different to the relatively safer access that is provided in a school environment.

School networks are often configured with additional safety measures in mind to reduce the likelihood of inappropriate content being displayed and to protect the learners from the external threats that exist in the open internet.

Internet security is a core element of Digital Literacy and pupils will learn about the importance of using strong passwords which should be kept safe at all times. Schools will encourage pupils not to share their passwords and not to let anyone else access Glow using their account in line with the Glow Community Rules.

It is important to recognise that the steps listed below will significantly reduce the overall risk to you and your child online. However, like school networks, no safety method is 100% effective and should you or your child see anything that concerns you in the Glow environment then please report it through Report a Glow Concern

Here are 6 steps to creating a safer online environment at home for your child:

Further support and help

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Glow is the national online service funded by Scottish Government and provided by Education Scotland. This learning environment provides learners and educators across Scotland with access to a wide set of innovative digital services and resources designed to enhance learning and teaching across the whole curriculum.