SpeechPathology.com Phone: 800-242-5183


Presence Learning Therapy Tools Suite - November 2019

Suggestions for Students Who Repeatedly Tap on an iDevice

Stephanie Meehan, PhD, CCC-SLP

August 10, 2015

Share:

Question

What are some suggestions for students who repeatedly tap on an iDevice, almost like a stim behavior or an OCD behavior?  

Answer

Try to identify why they are doing that and assign meaning to it.  If they hit a button, like "bathroom", multiple times in a row, we need to address that each time.  We respond with, “Oh, you just went to the bathroom” or “Let’s go to the bathroom” and take them to the bathroom to show that the use of the iPad is meaningful and purposeful, and people are going to pay attention to it.  If it is a new user, it might just be an exploratory behavior.  You need to wait and see what causes it or when they use it.  That can be a way to tease out what is causing that behavior.  If it is just for physical feedback - they may like to tap things or they may like the way it sounds - try to come up with a replacement for that behavior.  It is not tapping per se that is the problem; it is that they are not able to communicate.  If you have two iPads and they can tap on one and use one to communicate, this might be something that you consider.  

Stephanie Meehan is currently a doctoral candidate and a Clinical Assistant Professor at the University of Kansas. Her primary research interests include augmentative and alternative communication and school based services.  She facilitates the PACCE (Promoting Access to Communication, Community and Education) team in the Schiefelbusch Speech Language Hearing Clinic.


stephanie meehan

Stephanie Meehan, PhD, CCC-SLP

Clinical Assistant Professor

Dr. Meehan is a Clinical Assistant Professor at the University of Kansas. She currently leads a team of clinical practicum students on the Promoting Access and Advocacy to Communication and Education (PAACE) team, which serves clients in a local school district as well as in the Schiefelbusch SpeechLanguage-Hearing Clinic.  She teaches the Introduction to AAC class to speech-language pathology master's students.  Her primary professional interests include improving the pre-service education and training in the area of AAC and issues of diversity, equity, and inclusion in the field of speech-language pathology.
 
 
 
 


Related Courses

An iPad for AAC? What You Need to Know
Presented by Stephanie Meehan, PhD, CCC-SLP
Video

Presenter

Stephanie Meehan, PhD, CCC-SLP
Course: #8913Level: Intermediate1 Hour
  'Well presented verbally by the speaker'   Read Reviews
This course will briefly discuss foundations of AAC assessment and review a variety of AAC applications for the iPad. Ways to use the iPad for AAC success will also be discussed.

Autism Outreach Podcast: Where to Start with Communication Intervention with Early Learners
Presented by Rosemarie Griffin, MA, CCC-SLP, BCBA, Lori Frost, MS, CCC-SLP
Audio

Presenters

Rosemarie Griffin, MA, CCC-SLP, BCBALori Frost, MS, CCC-SLP
Course: #9809Level: Introductory0.5 Hours
  'Great information!'   Read Reviews
In this podcast, PECS (Picture Exchange Communication System) is discussed as a viable option for students who are not yet speaking, and the importance of communication initiation and early target vocabulary selection is addressed. The transition from PECS to augmentative/alternative communication (AAC) or verbal speech is also reviewed.

Developing Authors: Designing Opportunities in AAC Using the Science of Writing
Presented by Janet Sturm, PhD, CCC-SLP, BCS-CL
Video

Presenter

Janet Sturm, PhD, CCC-SLP, BCS-CL
Course: #9787Level: Advanced1 Hour
  'Research based information'   Read Reviews
This is Part 1 of the 5-part series, Applying the Science of Reading, Writing, and Oral Language for Students Who Use AAC. The ability to write has enormous power, especially for a student who uses augmentative/alternative communication (AAC). This course describes how students who use AAC can become authors when systematic, sequential and explicit instruction is anchored in the science of writing, and discusses the components and benefits of this type of reading/writing curriculum.

“Spelling” It Out for Students Who Use AAC: Applying Evidence-Based Practices
Presented by Jillian McCarthy, PhD, CCC-SLP
Video

Presenter

Jillian McCarthy, PhD, CCC-SLP
Course: #9788Level: Advanced1 Hour
  'the content'   Read Reviews
This is Part 3 of the 5-part series, Applying the Science of Reading, Writing, and Oral Language for Students Who Use AAC. The ability to spell opens academic, social, and employment doors for children with complex communication needs (CCN) who use or benefit from augmentative-alternative communication (AAC). This course discusses evidence-based assessment and intervention ideas to help students with CCN who use AAC become “spellers,” and broaden their overall communication skills.

Supporting Literacy Development through Robust Language Intervention for Students who Use AAC
Presented by Carole Zangari, PhD, CCC-SLP, BCS-CL
Video

Presenter

Carole Zangari, PhD, CCC-SLP, BCS-CL
Course: #97891 Hour
  'Working with elementary age students with autism, we are often focused on getting them familiar with their AAC but this course has prompted me to look at how we can also look at helping them progress from the one word responses'   Read Reviews
This is Part 4 of the 5-part series, Applying the Science of Reading, Writing, and Oral Language for Students Who Use AAC. Improving the linguistic foundation of students who use AAC supports the development of strong literacy skills. Key intervention strategies and guidelines for robust language intervention for AAC users are discussed along with examples demonstrating their application to various language skills.