iPod touch

Apple iOS 6 update - considerations and issues for apps

blogEntryThumbnailOn September 19, 2012, Apple will have their iOS 6 update available via the desktop iTunes app, or over-the-air on iOS devices. The update is compatible with the iPhone 3GS and newer, iPad 2, iPad 3, and the fourth generation iPod touch. If you plan to update to iOS 6, be cautious about doing it immediately because your 3rd party apps could have issues. In many cases, developers need to update their apps to be compatible with iOS 6. If their apps are not updated for iOS 6 support, bugs and crashes can occur. The problem for developers, including myself, is that the iOS 6 gold master (final beta for testing) was released one week ago. This means that developers only had a week with the gold master and their apps to test, fix, submit, and receive Apple approval. Well, that can be quite difficult when the average app review time is currently 9 days!

For users, choosing to update to iOS 6 is appealing, but it’s important to think carefully about when to update. Like other people, I’m eager to get the great new features from Apple including Maps, Passbook, Guided Access, and more. But, if I wasn’t a developer and I had to do a presentation in the next week or therapy that required extensive iOS device use, I likely would wait at least a couple weeks to update to iOS 6. That way developers have a sufficient amount of time for Apple to approve app updates supporting iOS 6.

As an app developer, I have four apps that needed to be updated for iOS 6 support. StoryPals, ArtikPix, and ArtikPix - Full updates have been submitted to Apple and are currently waiting for review. And an update for PhonoPix - Full will be submitted in the coming days. The updates will resolve the following known issues in the existing versions of my apps running iOS 6:

StoryPals (On 9/20/12, Apple approved the update for iOS 6 support)
- Text-to-Speech does not play continuously in stories
- Taking/using photos cause a crash

ArtikPix/ArtikPix - Full/PhonoPix - Full (On 9/22/12, Apple approved the ArtikPix and ArtikPix - Full updates for iOS 6 support. On 10/5/12, The PhonoPix - Full update for iOS 6 support was approved by Apple.)
- Voice recording causes the apps to freeze
- Unnecessary comma in timestamps for scores
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BubCap home button covers


I want to share the BubCap home button covers for iOS devices. A BubCap is like a rigid sticker that is placed over the home button so children (especially children with sensory needs) cannot accidentally exit an app. Although the BubCap protects the home button from children, adults are still able to press it for navigational purposes–though, my wife seemed to have a hard time with this.

The BubCap cover comes in a pack with three different rigidities based on the child’s age and the type of iOS device used. The company suggests that the regular BubCap is for toddlers with iPhone and iPod touch; the BubCap Ultra is for toddlers with iPad or older children with iPhone and iPod touch; finally, the BubCap Max is for older children with iPad. However, my preference is to use the BubCap Ultra on any iOS device. The BubCap Max feels too rigid even for an adult to press.

The BubCap works by peeling off the backing and then placing it on top of your iOS device home button. Once the BubCap has been adhered, let it sit for about 15 minutes before use. Then, you’re ready to go. When you no longer need the BubCap, you can peel it off with you fingernail (applying slow steady pressure) and dispose of it or save it for future use.

As the company website says, BubCaps make a great stocking stuffer and they start at $5 for a 4-pack. BubCaps are well made and a good solution to help children stay within an app.

Disclosure: The author was provided with a complimentary 6-pack of BubCaps for demonstration purposes.
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Homework sheets for ArtikPix

blogEntryThumbnailAmanda Backof, Speech-Language Pathologist who runs speechlanguageneighborhood.com, has created homework sheets for ArtikPix. The sheets can be downloaded on her website at http://www.speechlanguageneighborhood.com/articulation/. I also thought I would provide the download links here to the homework sheets:

Initial/Medial/Final P
Initial/Medial/Final B
Initial/Medial/Final F
Initial/Medial/Final K
Initial/Medial/Final G
Initial/Medial/Final S
Initial/Medial/Final Z

The downloadable documents are available as of 11.17.11. Check Amanda’s website in the future for updates. She is planning to add more homework sheets.

Terms of use stated by Amanda: Thanks to Symbolstix for allowing us to make these available for personal use [not for re-sale] under the terms of our subscription.
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App Gap

blogEntryThumbnailI was asked to share a link to an article titled 15 Telling Facts About the App Gap: http://www.onlinecolleges.net/2011/11/14/15-telling-facts-about-the-app-gap/. The "App Gap" refers to children of low socioeconomic status who do not have access to mobile devices and apps. Affluent children who have more access to apps might be receiving a more enriching learning environment. I believe that there's likely truth to this notion, however the article proceeds to explain that more time with apps can be harmful to child development and learning. Harmful, huh? That's pretty strong language which I question.

In the article, apps are consequently compared to TV and DVDs, a comparison which I disagree with. I feel that apps provide active learning environments vs. passive environments provided by TV shows and DVD movies. Due to the various interactions in apps (e.g., tapping, dragging, shaking, tilting, etc.), children immerse themselves in very enriching learning environments. This rings especially true for many disabled children who prefer to read and write with technology including mobile devices due to the motivating platform, not to mention built-in supports.

Although I don't agree with everything in this article, I still wanted to share a link to it because it does pose food for thought. It provides some interesting ideas to consider when determining the use of mobile devices and apps with children.
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My path to working from home - Part 2: Apptastic therapy - “When we ask for something, we say ‘please’”

blogEntryThumbnailWorking with Proloquo2Go was the first experience I had that showed me the power of using apps. Although there weren't any other special needs apps on the market for iOS devices, there were reading, music, writing and math apps that my students with special needs could use. I was amazed to see how engaged my students were by the apps. They learned much more because the fun involved with these apps encouraged more learning. I could see that that the apps were going to completely change the way that education was delivered to students with special needs. The iOS touchscreen had incredible sensitivity in such a low cost device. It was head and shoulders above anything else available on the market for special needs. I could see that the field of special education was going to change forever.

One of the first apps I used with my students (other than Proloquo2Go) was Wheels on the Bus. The app is a musical book which involves the bus in fun, interactive pages as the classic song is played. Just like a traditional book, I realized that I could use the app for language therapy. The first time I used Wheels on the Bus with my preschool and kindergarten groups, they were immediately engaged and more interested in the speech therapy I was delivering. Using the app, I could target the expansion of sentences, grammatical structures, social language, and more. For an example of social language, there is an instance in the app when a frog swipes a cupcake from the chef without asking. I used this as an opportunity to model social language by demonstrating how to ask politely when you want something: “When we ask for something, we say ‘please’.” I would follow up by asking my students, “What do we say when we want something?” in order to elicit the response “please.” Since many of the skills contained in my students’ IEP goals could be addressed in a fun, effective way with the use of apps, I saw great value in using them. It was amazing to see the difference this cutting edge technology was making for my students.

I began wondering if the delivery of intervention could entirely involve apps. I started using other apps for reading and writing and then Proloquo2Go was released in the spring of 2009. After that, many types of special needs apps followed. There were apps for organization including reward charts; apps for dictating speech to text; and several augmentative communication apps to follow Proloquo2Go. I learned about as many apps as I could and I used them with as many students that I could to meet their IEP goals.

One of the first special needs apps I used was iReward. iReward is a visual chart that reinforces positive behaviors using rewards. For example, a star chart could be configured in the app so the child receives a toy after performing a set of positive behaviors. One of the charts I created for a student with autism was a star chart for remaining seated. He took to the app immediately and it definitely motivated him to successfully remain seated without much prompting from me. Although he couldn’t use too many words to express himself, his fingers on the iPod touch and his eye gaze told me what I needed to know: he wanted to use the device to achieve his goal. I hadn’t seen that level of interest from him previously with a standard paper chart.

After trying different apps with my students, I noticed they were increasingly more attentive. As a result, they would practice more and I was able to see progress a lot faster. Taking into account their tremendous interest and progress, I began gravitating away from all of the traditional therapy materials including traditional flashcards, paperback books, games, etc. and really focused on exploring the possibility of app-based therapy.

As my knowledge base of apps grew, I began to seek out ways to share my experience and tips with other speech-language pathologists and professionals. It seemed people were interested in using apps, but didn’t quite know how to approach them. So, I started speaking about apps and my experiences using them in therapy, and this led me in an unexpected direction.

Click here to view part 1 of "My path to working from home"
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My path to working from home - Part 1: Beta testing Proloquo2Go

blogEntryThumbnailPrior to working from home, I began constructing the groundwork a while ago. And I didn’t even know it at the time. Back in the winter of 2008, I got involved in testing Proloquo2Go (an augmentative communication app for iOS devices) before the app’s release. I became a beta tester along with one of my students who has augmentative communication needs.  Once my student started using Proloquo2Go on an iPod Touch, I began to think about how an app could completely change not only my student’s life, but also my life as a speech-language pathologist. I soon realized that I could use iOS apps to facilitate communication for my students.

When testing Proloquo2Go with my student, I saw that it was a very sophisticated, yet easy-to-use solution via a mobile device. It had a lot of features while the interface was very user friendly. Additionally, the mobility factor was very important for this particular student because he walks and needs to communicate wherever he goes. The AAC device he had at the time was bulky and thus limiting communication to a tabletop. Proloquo2Go with an iPod touch, on the other hand, could go with him anywhere, whether the device was in his pocket or attached to a lanyard around his neck.

I recall one day I wanted my student to use Proloquo2Go at recess with general education peers. I took him to the playground and he wanted to play soccer. Since he had an iPod touch with a protective case, I figured why not. If it would allow him to interact with students beyond his special education classroom, I was all for it.

During the soccer game, my student ran after the ball as his iPod touch with Proloquo2Go was attached to his neck with a lanyard. The general education students approached him with great interest. They wanted to know how it was possible to use the cool device to communicate. With some assistance from me, my student was able to show them by asking questions and making comments. The students were very patient in waiting for him to communicate. I was highly impressed to see the conversational exchange between them. Plus, it was amusing to see how many of the students became more interested in my student and his “talker” than in playing soccer. It was something I had never seen before and it gave me chills that ran up my spine.

This experience with Proloquo2Go was the catalyst for further exploration of apps to use with my students.  My life was about to take an exciting turn as I entered a new chapter in my career.
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