There has been a great deal of excitement recently over the potential of iPads and similar new technologies to help advance the learning of children who have developmental disabilities. We use iPads regularly now as part of our speech-language and literacy programs here at the DSRF and I have learned a couple of things about the best way to use these programs to enhance learning

In speech and language therapy sessions, one of the main goals that I focus on is that of social communication, even at the level of simply being able to be fully engaged with the person with whom you are interacting. Kids with all kinds of developmental disabilities may have trouble with these skills, but it is these very skills that are at the heart of being an effective communicator. In the same way that it isn’t a great idea to allow a child with communication difficulties to passively view a television program without social interaction for too long, it is also a danger with the use of an iPad. One of the first things I noticed when I started using the iPad with students was that some of them had a tendency to become completely enmeshed in what was happening on the screen to the point that they tuned out everything around them – including me, sitting right beside them, trying to talk about what they were looking at. Often, there were times when the kids pushed my hand away if threatened to help or take a turn or worst, take the iPad away. Not a great way to accomplish a goal of increased social engagement. 

Nevertheless, there is no denying that the iPad is an exceptionally good motivator. It seems to have universal appeal – I  have not yet come across a student who isn’t excited about at least one app. All the animations and sounds capture the attention of children and can motivate them to excitedly tell you about what’s happening given the right environmental set-up. Now, with kids who have this tendency to “turtle” themselves around the iPad screen, I try to play games that have a turn-taking component, so that the child must physically pass the iPad back and forth with me. (My favourite two games for this are “Peek A Boo Barn/Wild” or “Balloonimals.”) Each time we pass the device back and forth, there are opportunities for eye contact, a shared smile about the silly things we have been looking at, and a question or two. We set clear rules ahead of time about how the iPad will be used (taking turns) before we use it. With older students, I write out directions, for example: “First I choose a game, then you get to choose.” This way, I can make sure we do an activity that will accomplish a social, language or educational goal first. 

If your child is using an iPad, television, videos, games, computers or any sort of technology tie it back into daily life by talking about it with them. Ask questions, discuss actions and new vocabulary, characters, feelings or situations encountered. Another of my favourite things to do is encourage a student to explain to me how to play a game – this requires good language and sequencing skills, and students always love the opportunity to be the teacher! Try playing the game wrong, too, and asking your child to explain how you could play it correctly or better. Again, try not to allow your child to use the technology passively, as is not as beneficial as using it in an interactive way. 

As another example, if your child enjoys a particular television show or You Tube video, engage them on that level of interest. Who are the characters? What are they like? Are they silly, happy, sad, grumpy, hungry – talk about feelings and the situations in which  – try to relate it back to a real life situation where they were grumpy, hungry or happy. Dynamic videos are often better for talking about emotions and faces than static book pictures. Also: What happened in the show? Where did they go? What did they see? Who did they meet? Try to ensure your questions are open-ended, i.e. not ones that will end in a yes or no. 

In situations where your child is alone with the iPad, there can still be valuable opportunities for learning. We know that students who have cognitive delays need more repetition of concepts in order to fully learn them. Use of some of the educational apps (math, literacy, sentence building) can be a great way to accomplish this. In these instances, just remember to think “more ‘FirstWords’ spelling, less ‘Angry Birds!’” 

Using these techniques with your iPad may help to maximize its effectiveness in building your child’s vocabulary, comprehension, length of sentences as well as their ability to develop foundational social communication skills such as sharing and taking turns. Game on!