Sailers video blog: Episode 3

My wife and I started a video blog series on Apple technologies, education, and special needs. Episode 3 includes CNN Student News, the BigGrips frame and stand, and an app demo. Watch the video to learn about the information covered and to see me demonstrate one of my new favorite apps.

To receive the next video blog automatically, please subscribe to my blog at

Note that it’s best to view the video in 720p HD and full screen mode. You can do this by changing the controls found in the bottom toolbar of the YouTube video.

Disclosure: The author was provided with a complimentary BigGrips iPad frame and stand.

ArtikPix 2.2 adds landscape mode

ArtikPix and ArtikPix – Full version 2.2 were updated prior to the holidays. The major new feature is landscape mode for iPad, which was heavily requested by users. Version 2.2 also adds a feature to the matching activity that involves pressing the Done button after all matches have been made. Users had also requested this feature for enabling more practice at the end of matching, particularly when the configurable option of Hide Matched Cards is turned OFF. If you like these new features in ArtikPix and ArtikPix – Full 2.2, please rate and review the app on iTunes.

On behalf of Eric Sailers and RinnApps, thank you to all ArtikPix users. We appreciate receiving feedback to make ArtikPix a leading speech articulation app. We’re looking forward to working more with users in 2012. Happy Holidays!

Sailers video blog: Episode 2

My wife and I started a video blog series on Apple technologies, education, and special needs. Episode 2 includes BrainPOP, an iPad stand, and an app demo. Watch the video to learn about the information covered and to see us demonstrate one of our new favorite apps.

To receive the next video blog automatically, please subscribe to my blog at

Note that it’s best to view the video in 720p HD and full screen mode. You can do this by changing the controls found in the bottom toolbar of the YouTube video.

Homework sheets for ArtikPix

Amanda Backof, Speech-Language Pathologist who runs, has created homework sheets for ArtikPix. The sheets can be downloaded on her website at 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.

App Gap

I was asked to share a link to an article titled 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.

New AssistiveWare video for an Introduction to Pictello

I want to share a new AssistiveWare video for Pictello, the storytelling app for iPhone, iPad, and iPod touch. We created an Introduction to Pictello video divided in three chapters: playing a sample story, creating a story, and importing a story. Learn how to utilize all of the story features via demonstrations in the iOS simulator. The video is fully accessible with captions that can be viewed either in the YouTube player below (click CC) or on the Pictello website. You can also view the YouTube videos in HD and full-screen mode.

Disclosure: I do work for AssistiveWare and I am the author of this Introduction to Pictello video.

My path to working from home – Part 2: Apptastic therapy – “When we ask for something, we say ‘please'”

Working 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”