Searching for app evaluation tools to make decisions for students with extensive support needs: a systematic literature review.

PURPOSE: The rising number of apps requires careful consideration in how these apps are being selected for students with extensive support needs in school-based settings. Current practices suggest that educational apps are being purchased without utilizing an evaluation tool to determine the quality or effectiveness of the apps. A systematic literature review was conducted to identify educational app evaluation tools for students with extensive support needs. MATERIALS AND METHODS: A three-phase search process (electronic database search, journal hand-search, and ancestral search) was conducted using 14 keywords to maximize the number of articles. A two-step coding procedure was conducted to ensure articles met the four inclusion criteria. A 15 criteria checklist was used to evaluate the methodological rigor of accepted articles. RESULTS: Findings focused on the type of app evaluation tools and their specific evaluation dimensions. A total of 107 articles were identified with 13 articles meeting the inclusion criteria. Stage 1 evaluated the methodological rigor of the app evaluation tools (M = 6.15, range 0.5 - 14). Stage 2 categorized the articles based on the type of evaluation tools (rubric = 5, rating scale = 6, checklist = 2). Stage 3 identified five evaluation dimensions (background, design features, usability, individualization, and overall impression). CONCLUSIONS: There is a lack of empirically tested evaluation tools for communication and educational apps, making it difficult to recommend a valid app evaluation tool. Thus, barriers are likely to persist in the effective identification of apps for students with extensive support needs.

There is a need for validated and reliable app evaluation tools as an essential mean to ensure there is a closer match between the student's needs and the app's features.Practitioners should carefully consider the evaluation approach as a holistic process that uses a valid and reliable tool, and that includes five evaluation dimensions.

Current preparation status in AAC: perspectives of special education teachers in the United States.

Special education teachers are essential team members in the provision of services to students with complex communication needs. Professional competencies related to augmentative and alternative communication (AAC) practices have been outlined for special education teachers as part of their professional standards. Yet, it is unclear to what extent these professionals have knowledge and skills in this area. Given existing gaps in the literature, an anonymous, web-based survey was disseminated across the United States to gather information on special education teachers' self-reported knowledge and skills in AAC. A total of 1198 special education teachers from 46 states responded to the survey. Findings indicated that most special education teachers did not receive formal training in AAC during their teacher licensure preparation programs, resulting in low levels of self-reported knowledge and skills. Data also indicated that while influencing factors existed, special education teachers' knowledge and skills in AAC remained minimal. Implications and recommendations for stakeholders are discussed.

Assessing Acquisition of and Preference for Mand Topographies During Functional Communication Training.

We assessed acquisition and preference for various mand topographies in the presence of establishing operations that, historically, evoked the aggression of a child with autism. First, we implemented functional communication training (FCT) and reinforced picture exchange, iPad®, or GoTalk® activations in a multi-element format (noting differences in aggression and/or mand independence across conditions). Then, we conducted a concurrent-operant mand preference assessment. Finally, we presented assessment results to the subject's mother and asked her to indicate her own preference. Parent and subject preferences were aligned and we completed therapy using the iPad®.

Oral premedication with midazolam in paediatric anaesthesia. Effects on sedation and gastric contents.

The aim of this study was to assess oral premedication with midazolam in paediatric anaesthesia. Sedation, quality of induction, recovery time, acceptance and effects on gastric contents were analysed. This prospective, double blind, at random and controlled study was performed in 107 children, aged between three and ten years. They were divided into: group 1 (control, n = 29), group 2 (placebo) receiving 5 ml of water in the preoperative stage (n = 40), and group 3 (midazolam) with 0.75 mg.kg-1 midazolam by mouth (n = 38). Two children refused to take medication. In children aged five years or more (n = 48) of groups 2 and 3, acceptance of premedication was evaluated. The midazolam group showed a better level of sedation as compared with the placebo (P < 0.05). The recovery time was similar for the two groups. There were no statistically significant differences in gastric pH or residual volume among the three groups. It is concluded that midazolam given by mouth is an efficient and safe drug for premedication in paediatric anaesthesia.