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Implementing the Implementing the Iowa EIowa E--BookBook
Richard Hurtig, PhDRichard Hurtig, PhDVannesa Mueller, MA, CCCVannesa Mueller, MA, CCC--SLPSLP
Aicha Rochdi, MAAicha Rochdi, MALisa Webster, BALisa Webster, BAUniversity of IowaUniversity of Iowa
ASHA 2006ASHA 2006
Early home literacy experiences Early home literacy experiences provide important support for the provide important support for the development of language skillsdevelopment of language skillsVocabulary development occurs Vocabulary development occurs through visual scaffolding by way of through visual scaffolding by way of the graphicsthe graphicsThe narrative nature of text provides The narrative nature of text provides the child with a rich set of syntactic the child with a rich set of syntactic and semantic modelsand semantic modelsListening comprehension is enhanced Listening comprehension is enhanced by the auditory nature of parentsby the auditory nature of parents’’participationparticipation
Importance of Lap Reading for Importance of Lap Reading for Language DevelopmentLanguage Development
An interaction occurs that supports the development of An interaction occurs that supports the development of language and thinkinglanguage and thinkingThe adult is supported in assisting and facilitating the The adult is supported in assisting and facilitating the childchild’’s development and ability to respond in a s development and ability to respond in a linguistically relevant mannerlinguistically relevant mannerProblem solving skills are developed through Problem solving skills are developed through collaborative thought processes collaborative thought processes Requisite practice occurs that is necessary to internalize Requisite practice occurs that is necessary to internalize the thought processes critical to both cognitive the thought processes critical to both cognitive development and subsequent educational achievementdevelopment and subsequent educational achievement
Importance of Lap Reading for Importance of Lap Reading for Language DevelopmentLanguage Development
Who needs more?Who needs more?
Children with Cerebral PalsyChildren with Cerebral PalsyChildren with hearing impairment Children with hearing impairment Children with autismChildren with autismChildren who are bilingualChildren who are bilingualNormally developing childrenNormally developing children
The Case for Using EThe Case for Using E--Books With Children Books With Children With Developmental DisabilitiesWith Developmental Disabilities
Cerebral PalsyCerebral PalsyThe absence of adequate verbal abilities and The absence of adequate verbal abilities and postural/ physical limitations make normal lap postural/ physical limitations make normal lap reading difficultreading difficultThe absence of recognizable verbal output by The absence of recognizable verbal output by the child, limits the childthe child, limits the child’’s ability to respond to s ability to respond to parental queries that are an essential component parental queries that are an essential component of lap reading interactionsof lap reading interactions
The Case for Using EThe Case for Using E--Books With Children Books With Children With Developmental DisabilitiesWith Developmental Disabilities
Hearing ImpairmentHearing ImpairmentParents may not feel comfortable signing stories Parents may not feel comfortable signing stories Parents may be unaware of visual strategies Parents may be unaware of visual strategies during lap readingduring lap readingChild is exposed to an adequate language modelChild is exposed to an adequate language modelParents are also exposedParents are also exposed
The Case for Using EThe Case for Using E--Books With Children Books With Children With Developmental DisabilitiesWith Developmental Disabilities
AutismAutismThe social interaction with a computer may be The social interaction with a computer may be more comfortable than with an adultmore comfortable than with an adultCause and effect can be taught explicitlyCause and effect can be taught explicitlyBehaviorally inflexible children can exert control Behaviorally inflexible children can exert control over the computerover the computer
The Case for Using EThe Case for Using E--Books Books
BilingualismBilingualismNecessary practice with both languages occursNecessary practice with both languages occursLanguage is facilitated in a natural situationLanguage is facilitated in a natural situationThe language model is of good qualityThe language model is of good qualityParents are exposed to second languageParents are exposed to second languageDevelop knowledge of symbols / printDevelop knowledge of symbols / print
The Case for Using EThe Case for Using E--BooksBooks
Natural learning environmentNatural learning environmentPracticePracticeFeedbackFeedbackInteractionsInteractionsEntertainmentEntertainment
Example of an EExample of an E--Book PageBook Page
This is a This is a picture from picture from a real booka real book
These are These are buttons buttons
that allow that allow you to turn you to turn
pagespages
If you click If you click on this, on this, ““I I
am Samam Sam”” will will be signedbe signed
Click on any Click on any of the words of the words to have them to have them
spokenspoken
Click on these videos and individual Click on these videos and individual words will be signed words will be signed
The EThe E--Book can also Book can also ask questions about ask questions about
the storythe story
Example of a Comment PageExample of a Comment PageThe EThe E--Book can comment on the story Book can comment on the story
and ask questions.and ask questions.If you click on SamIf you click on Sam’’s hat, s hat, you will go to this page. you will go to this page.
Example of a Question PageExample of a Question Page
Clicking on the Clicking on the answers will take you answers will take you to a different page.to a different page.
Iowa EIowa E--book Creation Toolbook Creation Tool
The University of Iowa is developing a software tool that The University of Iowa is developing a software tool that will permit parents, teachers and clinicians to create Iowa will permit parents, teachers and clinicians to create Iowa EE--books with sound, video and animation. The tool will books with sound, video and animation. The tool will allow use of both digitized speech/sounds and textallow use of both digitized speech/sounds and text--toto--speech in at least 8 different languages. The tool will speech in at least 8 different languages. The tool will operate on any Microsoft Windows XP platform. We operate on any Microsoft Windows XP platform. We anticipate that the tool will be downloadable from the anticipate that the tool will be downloadable from the Iowa Assistive Devices Laboratory website in the Spring Iowa Assistive Devices Laboratory website in the Spring of 2007. The laboratory is negotiating with childrenof 2007. The laboratory is negotiating with children’’s s book publishers to arrange for adaptation of popular book publishers to arrange for adaptation of popular childrenchildren’’s books for use as Es books for use as E--books.books.
EE--Book ExamplesBook Examples
CCerebral palsyerebral palsy Wheels on the Bus Wheels on the Bus AutismAutism Chicka Chicka ChickaChicka Boom Boom BoomBoom
PrepositionsPrepositionsHHearingearing impairmentimpairment Would you Like to FlyWould you Like to FlyBilingualBilingual Sly LocustSly LocustNormally developing Normally developing WhereWhere’’s Babys Baby’’s Bellybuttons Bellybutton
Screen Capture ExampleScreen Capture Example
Button Count LogButton Count Log
Button Count LogButton Count Log
SubjectsSubjects
CDCD7;107;10CMVCMVSpeech, language, and cognitive delays Speech, language, and cognitive delays
Receptive PLS : SS=50; age equiv. 1 yr. 3 monthsReceptive PLS : SS=50; age equiv. 1 yr. 3 monthsExpressive PLS: SS=50; age equiv. 1 yr. 2 monthsExpressive PLS: SS=50; age equiv. 1 yr. 2 months
SubjectsSubjects
BBBB6; 36; 3DeafnessDeafness--DystoniaDystonia--Optic Optic NeuronopathyNeuronopathy (DFN(DFN--1)1)SevereSevere--profound hearing impairmentprofound hearing impairmentAdvanced Bionics Advanced Bionics AuriaAuria CI in Rt. earCI in Rt. earUnitronUnitron Icon BTE in Lt. earIcon BTE in Lt. ear
SubjectsSubjects
JBJB5;05;0Diagnosed autisticDiagnosed autisticExpressive language skills = 1 year 3 monthExpressive language skills = 1 year 3 monthTotal language score = age equiv of 11 monthsTotal language score = age equiv of 11 months
ResultsResults
Time on taskTime on taskUtterancesUtterancesIntroduction of conceptsIntroduction of concepts
02468
1012141618
1 4 7 10 13 16
Session number
Min
utes
Total Time
On Task Time
LongestContinuousEngagement
Alt. Activity
Time on Task Time on Task –– CDCD
02468
1012141618
1 4 7 10 13 16
Session number
Min
utes
Total Time
On Task Time
LongestContinuousEngagement
Linear (LongestContinuousEngagement)
Time on Task Time on Task –– CDCD
0
20
40
60
80
100
120
1 4 7 10 13 16
Session number
Perc
ent o
f Tot
al T
ime
On Task Time
LongestContinuousEngagement
Proportion of Time on Task Proportion of Time on Task –– CDCD
0
20
40
60
80
100
120
1 4 7 10 13 16
Session number
Perc
ent o
f Tot
al T
ime On Task Time
LongestContinuousEngagement
Linear(LongestContinuousEngagement)
Proportion of Time on Task Proportion of Time on Task –– CDCD
Time on Task Time on Task –– BBBB
05
101520253035
1 2 3 4 5 6 7 8
Session
Min
utes
E-Book Time onTask
Alt. Activity Total
Alt. Activity OnTask Time
Alt. ActivityLongestContinuousEngagment
Utterances Utterances -- BBBB
0
2
4
6
8
10
12
Number of Utterances
RGB CM Play Listen BA MM WYLF
Book
E-Book Time 1E-Book Time 2
Correct Answers Correct Answers -- BBBB
0
10
20
30
40
50
60
70
80
90
100
% Correct Answers
RGB CM Listen BA MM WYLF
E-Book Name
E-Book Time 1E-Book Time 2
Time on Task Time on Task -- JBJB
0
1
2
3
4
5
6
7
8
9
1 2 3 4 5
Session
Min
utes
Total Time
Engagement Time
On Task Time
Longest ContinuousEngagement
Time on Task Time on Task -- JBJB
-1
0
1
2
3
4
5
6
7
8
9
1 2 3 4 5
Session
Min
utes
Total Time
Engagement Time
On Task Time
Longest ContinuousEngagement
Linear (LongestContinuousEngagement)
Mouse Clicks Mouse Clicks -- JBJB
0
2
4
6
8
10
12
# of Clicks
1 2 3 4 5
session
SpontaneousElicitedHand-over-hand
General ResultsGeneral Results
Greater Time on TaskGreater Time on TaskMore utterancesMore utterancesLearning over time and with repeated exposuresLearning over time and with repeated exposuresStill some questionsStill some questions
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Snow, C., Burns, S., & Griffin, P. (1998). Snow, C., Burns, S., & Griffin, P. (1998). Preventing reading failure in young children.Preventing reading failure in young children. Washington, DC: National Washington, DC: National Academy Press.Academy Press.
WasikWasik, B. A. & Bond, M. A. (2001). Beyond the pages of a book: Inte, B. A. & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language ractive book reading and language development in preschool classrooms. development in preschool classrooms. Journal of Educational Psychology, 93Journal of Educational Psychology, 93, 243, 243--250.250.
Contact InformationContact Information
University of Iowa, Department of Speech Pathology and AudiologyUniversity of Iowa, Department of Speech Pathology and AudiologyVannesa Mueller, MA, CCCVannesa Mueller, MA, CCC--SLP SLP [email protected]@uiowa.eduRichard Hurtig, PhD richardRichard Hurtig, PhD [email protected]@uiowa.edu
Assistive Devices LabAssistive Devices Lab
http://www.shc.uiowa.edu/wjshc/research/ad/index.htmlhttp://www.shc.uiowa.edu/wjshc/research/ad/index.html
