Modeling is a prompting method where you show the learner a clear example of the behaviour or skill you want them to learn. This could involve demonstrating how to communicate, play, or interact socially. By seeing the correct way to perform the task, the learner can better understand and practice the desired behaviour or skill (Steinbrenner et al., 2020).
Step 1 Set up: Ensure the child is ready to use the iPad for communication.
Instruct the child to take out their iPad.
Open the SonoFlex app, which will be used for practicing communication.
Step 2 Teach: Engage the child in a specific class or play activity where communication via the iPad is encouraged.
During class (e.g., a Language Arts lesson), the teacher asks a question or starts an activity.
During recess, place the iPad within easy reach of the child as they play.
Step 3 Wait for a Response: Allow the child time to respond using the iPad.
After asking a question or starting an activity, wait 5 seconds for the child to respond using the iPad.
Observe to see if the child makes a choice or communicates.
Step 4 Provide Gentle Prompts: Encourage the child to use the iPad if they do not respond initially.
If the child doesn’t respond, gently prompt them by saying, "Answer with your iPad," and wait another 5 seconds.
If there is still no response, repeat the question using the same tone and gesture toward the correct button on the iPad.
Step 5 Model the Correct Response: Demonstrate the appropriate way to use the iPad to the child.
If the child still does not respond, physically point to or touch the correct button on the iPad to show them what to do.
After modeling, give the child another chance to respond on their own.
Step 6 Encourage Independent Responses: Reinforce and praise the child’s independent use of the iPad.
If the child begins to use the iPad correctly, provide positive reinforcement, such as saying, "Great job touching the button!"
If they don’t respond correctly, move on without further comment, but continue to encourage independent responses in future attempts.
Step 7 Reinforce During Playtime: Encourage communication via the iPad during less structured playtime.
During recess, observe moments when the child shows interest in something (e.g., a toy).
Prompt the child to use the iPad to ask for the item or create social opportunities (e.g., taking turns in a game) and prompt them to respond or comment using the iPad.
Step 8 Repeat and Encourage: Reinforce the use of the iPad for communication consistently over time.
Continue to practice these steps during both class activities and playtime.
Focus on helping the child learn to use the iPad to communicate more independently.
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., YücesoyÖzkan, S., & Savage, M. N. (2020). Evidence-Based Practices for Children, Youth, and Young Adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team
Xin, J. F., & Leonard, D. A. (2015). Using iPads to teach communication skills of students with autism. Journal of Autism and Developmental Disorders, 45, 4154-4164.