Incorporating a Choice Array in PowerPoint Game Resources

Better late than never! A few years back I discovered how to incorporate a choice array into Animated Step-by-Steps®  that lent themselves to this treatment. 

In Helping Mister Potato Head, for example, students are invited to help Mister Potato Head  choose the correct body part from a field of three body parts.

Similarly, My Little Wagon encourages students to choose a specific toy (e.g., big red ball)  from field of 5 toys. The requested toy is then placed in a little red wagon.

I've recently added another resource to this roster of 'choice-driven' interactive resources.

Cars in a Row is an Animated Step-by-Step patterning game.  Given the instructions, "Don't mess with my cars!", Little Sister can't resist re-arranging the original pattern of Big Brother's car display … not once but several times. With each new pattern, students are invited to guess the color car to be added next (chosen from a field of 3 colored cars). Incorrect guesses receive a mildly negative 'huh ugh'; a correct choice drops the correct colored car into place in the 'pattern line'. 

You would think this 'choice-driven' component of the game would be simple, but it's actually quite complex to build in a choice array that provides correct feedback … while still providing an affirming consequence, i.e., the correct colored car falling into place. 

Here's the secret: 

Choice Rectangle/Platform:

The three car choices are placed on a rectangle that has been assigned the action, play sound - silence, i.e., a sound that's really not a sound … it's just recorded silence). To assign the action, Play Sound – Silence, right click on the rectangle graphic … select Action Settings … click the Play Sound box on the bottom of the list … select the sound silence (that you have created and imported). Now when a child touches the rectangle, nothing happens. The animation sequence does not move forward. The rectangle serves as a safe zone. 

Incorrect Choice Foils:

The foils (the wrong answers) for the question, "What color car is next?" are assigned a 'mildly negative, huhugh' response using the Play sound action. To achieve this goal, right click on the car graphic … select Action Settings … click the Play Sound box on the bottom of the list …select Other Sound … select the sound 'huh ugh' (or whatever you want to use to denote wrong answer). Assign the sound 'huh ugh' to both foils. 

Correct Answer:

The correct answer triggers an animation that drops the correct colored car into the pattern line. The graphic for the 'correct car' should have no assigned sound or action. As a result, it will trigger the next animations in the animation sequence, i.e.,  changing the grey car into the correct colored car and dropping that car into the pattern line. 

Hope this proves helpful in your attempts to design interesting, interactive resources. 

Now I must resist the urge to go back and retrofit resources created before the 'aha!' moment.  

…’til the next post …  (new posts every Monday)

Visit my website   http://animatedstep-by-steps.com

Follow me on twitter www.twitter.com/@AnimStepbySteps

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Email me canadiangoosse@gmail.com

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©2019 Carol Goossens’, Ph.D.

Augmentative Communication Consultant

Speech-Language Pathologist

Special Educator

AAC in the Big Apple! Don't Miss it!

AAC in the Big Apple is a 'MUST GO TO' event! 

August 1-2; 8:30-4:30

Excellent Location: 

New York City!!!!! 

Excellent Presenters: 

Dr. Caroline Musselwhite 

Dr. Gretchen Hanser

Excellent Topic: 

Get Ready – Get Set: Write – Read- Communicate – Go!

Emergent Literacy for Students with Significant Disabilities

For Further Information:

https://give.yai.org/event/aac-in-the-big-apple/e236645

B-I-N-G-O ... the song ... not the game!

B-I-N-G-O is a fun song, that many of us sang during our childhood. 

Verse 1

There was a farmer had a dog 

And Bingo was its name – O

B – I – N -  G – O (singing each letter) 
(Repeat the spelling 3X)

 Bingo was its name – O 

This verse is then sung five more times, each time substituting a clap for an additional upfront letter.

Verse 2

There was a farmer had a dog 

And Bingo was its name – O

(clap)  – I – N - G – O  (singing each letter) (3X)

And Bingo was its name – O

Verse 3

There was a farmer had a dog 

And Bingo was its name – O

(clap) – (clap) – N -  G – O (singing each letter) (3X)

And Bingo was its name – O

Verse 4

There was a farmer had a dog 

And Bingo was its name – O

(clap) – (clap) – (clap) -  G – O  (singing each letter) (3X)

And Bingo was its name – O

And so on Verse 5, Verse 6… until all five letters have been replaced with claps.

Dr. Caroline Musselwhite was the first to suggest that this song could be modified to scaffold various curriculum units. Check out her B-I-N-G-O planets. After each planet's name is spelled, followup facts about the planet are provided, making it a wonderful fun way to impart information about the planets. https://www.teacherspayteachers.com/Product/Planets-B-I-N-G-O-3405186)

Since that early 'aha moment', I've created several variations of the B-I-N-G-O song using farm & zoo animals with clever names (e.g. E-L-F-F-Y,  B-E-S-S-Y) and even the weather (e.g. S-U-N-N-Y, R-A-I-N-Y)! 

And last, but not least … the B-I-N-G-O song provides students with lots of practice identifying alphabet letters, an early skill on the path to learning to spell!

…’til the next post …  (new posts every Monday)

Visit my website   http://animatedstep-by-steps.com

Follow me on twitter www.twitter.com/@AnimStepbySteps

Follow me on facebook www.facebook.com/AnimatedStepBySteps

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Follow my blog http://animatedstepbysteps.blogspot.com

Email me canadiangoosse@gmail.com

Visit my digital store http://teacherspayteachers.com/Store/Bloom

©2019 Carol Goossens’, Ph.D.

Augmentative Communication Consultant

Speech-Language Pathologist

Special Educator

Looking forward to Houston!

I'm headed to Houston to conduct a workshop at their Region 4 AT conference! ( June 19th)
I'm excited to be addressing this wonderful group of colleagues ... on a topic that is 'near and dear' to my heart.

Whew! Two milestones Achieved!

It's official ... 

Milestone 1

I have officially posted my 200^th Animated Step-by-Step title in the Bloom Where You're Planted Store on the TpT site. 

Collectively, this library of resources targets literacy, language and AAC across a broad range of classroom activities:

Poems/Songs(79)

Stories(5) 

Recipes(55) 

Science Projects(23)

Crafts(21)

Games(17) 

Each ASbyS title is available in three versions (Regular, PCS, SymbolStix). 

Some titles have four versions, i.e., they include a high contrast version for  students with Visual Impairments (VI). 

Miletone 2

I have officially posted over 800 products in the Bloom Where You're Planted Store.

In addition to Animated Step-by-Steps^®, there are Vest Displays, Dual=Representation Core Symbols, Dual=Representation Fringe Symbols (for Melissa and Doug Play Sets) and several Core + Fringe Voice-Output Communication Displays suitable for use on an interactive whiteboard, computer or iPad. Some of the products are bundled to offer greater savings. 

Having finally reached these milestones, I'm considering taking a break from this labor intensive 'labor of love'.  

Truth be told … I have uttered these words many, many MANY times before …. after reaching 200 … then 300 … then 400 … then 500 … then 600 … then 700  … and now after 800 products! 

Obviously I'm not so great with the follow-through : ) 

Stay tuned. 

Nurturing Language Using Animated Step-by-Steps® - Center Activity

Animated Step-by-Step (ASbyS) Recipes and Crafts can be displayed on an iPad or a classroom computer. Either option provides a great way for SLPs and OTs to 'push into' your classroom during 'center time'.  While overseeing a center, a therapist can address his/her respective goals using the ASbyS to provide visual support. The OT is often conducting the activity primarily to target the fine motor aspects of the activity; the SLP is usually conducting the activity to nurture language growth and further an AAC agenda.

The materials needed for the activity are typically housed in a large shopping bag or bin, that is controlled by the Facilitator. When using an ASbyS to pace through an activity, I typically introduce items gradually, on an 'as needed' basis. That is, I do NOT have all the materials out at the beginning of the activity.   This strategy helps to minimize possible visual overload and increases the likelihood that what the child is seeing is the same as what they are hearing. It also supports a repetitive framework ... establish a need for an item ... get the item ... act on the item. When conducting the segment of What We Need, we're just providing a brief introduction to the materials (essentially matching the photos on the pictures with the materials in the bag/bin) in a functional way.  

ASbySs are designed to address three distinct agendas: literacy, language and AAC. Of key interest to SLPs is their ability to nurture language comprehension and leverage language production during a therapeutic session. When using an Animated Step-by-Step Recipe or Craft, it is crucial to think of each slide/page as having two functional phases:

Phase I  (Look & Learn Phase)

During Phase 1 you will repeatedly 'read … animate' the slide/page until all the text has been read and all the animations for that page has been triggered (obviously a literacy and language comprehension agenda). You are using the ASbyS as if it were a story. At this point you are NOT acting on the materials …  but instead, you are using the text & animation to learn more about what you need to know when you DO act on the materials during Phase 2 for that page. Think of this phase as providing students with the context needed to scaffold the expressive communication that is the focus of Phase 2.  Don't be afraid to punctuate this process with additional comments making it more 'language rich' and interactive.

Example: 

(READ) Open the box of instant pudding   …. 

"Heh Where is the box? " …. (trigger the animation) … 

"Oh there it is"

(READ) Ready, set, open!…. 

"Here we go …open!" (trigger the animation)

(READ) Heh there is a bag inside. …. 

"I see it peeking out!  (trigger the animation) 

The swipe to the left, needed to trigger animations on the iPad, can be challenging for some students. Sometimes their attempt to swipe left, causes the page to enlarge and unfortunately the animations will not trigger if the page is enlarged. ARRRGH! 

You have three options to 'avoid' this problem: 

1.     you, the facilitator, can assume responsibility for swiping left to trigger the animations while the child is responsible for tapping the page arrow to advance the page;

2.     you can avoid accidentally triggering the 'pinch to enlarge' gesture by encouraging the child to initiate their swipe ... starting off and moving on to the active screen. Thank you Aasish for this 'aha' moment. 

3.    you can use a bluetooth switch to trigger the animations remotely by tapping a switch mounted on a small board. This setup allows the facilitator to control access to the animations (especially crucial when working with pairs of students). 

Phase 2 (Act Phase)

After reading and animating everything on the page, the symbols will appear as a unit. Depending upon the size of your iPad, you may wish to use the 'pinch out' gesture of the iPad to enlarge the symbols for easier viewing. 

Regardless … the symbols are now available to model Aided Language Stimulation and scaffold expressive communication. Depending upon the developmental level of your 'emerging verbal' student this will look different for various students. 

With cognitively older students), the task might be …

"Help me remember what we need to do".  

"Okay I'm ready. Tell me what to do"

"Let's get to work!"

"Now what?" 

The open-ended nature of these statements is designed to promote more complete messages. How fortunate that in Phase 1, the child was exposed to the event sequence and he/she now has the symbols available to jog his/her memory.

With cognitively younger students, consider 're-reading' the page using the symbols and inviting single word collaboration when reading the symbol sentence. This can be achieved by silently pointing to various symbols as you read with the inferred expectation that the pause is intended to be collaboratively filled by the student. If the child does not 'fill' the turn … provide a hint in the form of an initial sound cue … if there is still no collaboration from the student … simply provide the needed spoken word and move on!

Example:

First we need to get the PUDDING BOX.  Look in my bin.

Please find the PUDDING BOX for me" (this is essentially a comprehension task)

(Back on the iPad) "It says …. __________ (silently pointing to the OPEN symbol) … "o" hint (if needed)  … "OPEN the box of instant  ______________ (silently pointing to the PUDDING symbol … "p" hint (if needed) … "PUDDING".  

"READY, SET, _________ (silently pointing to the OPEN symbol) … "o" hint (if needed)

Don't be afraid to repeat activities over time. Much like a favorite book, it may take repeated exposure before progress in expressive communication is evident. Initially, progress may be evidenced primarily as improved attention and/or improved understanding. Eventually we hope to witness improved expressive communication!

Don't forget you can also use the ASbyS as if it were a story book, i.e., using the animation to help the child revisit what he/she did yesterday. 

Yes, there are lots of ways to leverage Animated Step-by-Steps® in the classroom. 

For more suggestions refer to this free resource available through Teachers Pay Teachers. http://bit.ly/LeveragingASbySs

…’til the next post … 

Visit my website   http://animatedstep-by-steps.com

Follow me on twitter www.twitter.com/@AnimStepbySteps

Follow me on facebook www.facebook.com/AnimatedStepBySteps

Follow me on instagram https://www.instagram.com/animatedstepbysteps/

Follow my blog http://animatedstepbysteps.blogspot.com

Email me canadiangoosse@gmail.com

Visit my digital store http://teacherspayteachers.com/Store/Bloom

©2019 Carol Goossens’, Ph.D.

Augmentative Communication Consultant

Speech-Language Pathologist

Special Educator

Duets?

At the Henry Viscardi School in Albertson New York, we routinely conducted a weekly, multidisciplinary, cooking activity. On Day 1 the food preparation activity was introduced as a literacy activity using an Animated Step-by-Step Recipe. This prequel to the main event, helped to familiarize students with the cooking event-sequence AND  the symbols needed to conduct the actual food preparation activity on Day 2.   

On Day 2 the actual cooking activity was performed using a robust communication display projected on the interactive whiteboard. In this followup session, the emphasis is on nurturing spontaneous interactive communication. 

When preparing the food item, however there was often 'down time' while the food item was baking/cooking. In an effort to fill this time productively, we began developing Animated Step-by-Step poems/songs that could complement the target recipes.

Sample 'duets' include:

So as you contemplate your next food preparation activity using Animated Step-by-Steps®, give some thought to making it a duet! 

…’til the next post …  

Visit my website   http://animatedstep-by-steps.com

Follow me on twitter www.twitter.com/@AnimStepbySteps

Follow me on facebook www.facebook.com/AnimatedStepBySteps

Follow me on instagram https://www.instagram.com/animatedstepbysteps/

Follow my blog http://animatedstepbysteps.blogspot.com

Email me canadiangoosse@gmail.com

Visit my digital store http://teacherspayteachers.com/Store/Bloom

©2019 Carol Goossens’, Ph.D.

Augmentative Communication Consultant

Speech-Language Pathologist

Special Educator