R. is still requesting the ipad, by saying ipad when it is out of sight. This skill seems to be generalizing, because she is starting to tell me what she wants for other things when she grabs my hand, as opposed to waiting to say it until she leads me to it.
We’re running into some behavior issues regarding the ipad. I know we need to be consistent so we don’t create a monster.
Issue 1: She wants all ipad all the time
She is getting kind of obsessed with it, she demands it as soon as she gets up and throughout the day. I know that she gets this way, fixated on something new and then the novelty wears off. So I am humoring her a bit, and letting her use it a bit more than I would like.
Set limits for use – times of day and length of use session
I don’t want to go so far as to set a schedule, but I think having specific times of day that we use the ipad, will help with setting limits. I also make sure she doesn’t spend hours at a time using it.
Give warning with a specific cue for end of ipad time. Offer transitioning help – music on ipad, new activity.
I’ve been giving her warnings, telling her when whatever she is doing is finished we are all done with ipad. She usually protests, so I will turn on Pandora and tell her only music on the ipad, and I’ll put it out of reach. It really is best if I have another activity planned and ready, even just coloring or going out.
Be consistent and firm and acknowledge but do not react to her emotional outbursts.
When I’ve decided it is a “no ipad time” I have to make sure not to give in to her pleading. She has never verbally begged like this before, and it is so hard to say no. She will cry sometimes and get very angry. At first I was not sure how to react, and she totally picks up on this. She’ll scream louder once she senses my indecision. If I am firm and consistent, she gets over it a lot quicker.
Issue 2: She wants to pick her own apps and they are usually a video or an app she gets stimmy with.
She is not allowed total control of the ipad. She should say all done when finished with an activity.
We have to totally take charge of the ipad the majority of the time. We select which apps she plays with, and insist she do at least a part of the activity. She’ll press the button to exit the app, I’ll stop her until she completes the activity, and then I’ll get her to say All done before going on to something else.
Use preferred activities as a reward. Tell her first this and then that.
It is usually obvious what she would like to select, so I’ll tell her first do a puzzle and then you can play with the fish pond. When she spends a long time doing “educational apps”, I’ll let her play around and do what ever she wants for a little while, even it seems stimmy.
Don’t treat the ipad like a drilling machine. Explore all the different possibilities.
I do try to find things to do that match her mood. After a day at school and then therapy, she doesn’t always want to write letters in iwrite or anything like that. But I can usually find something that requires some engagement and interaction on her part, even looking at her photo album, and having me name her classmates and other people in the pics.
Allow her some free time.
We let her do what she likes with the ipad for a little while before dinner.
Issue 3: She wants to use my finger instead of her own to operate the ipad. She has a short attention span at times.
I think these two issues are related, because the more successful she is with an activity, the longer she wants to do it.
Use the easiest apps.
Some apps require less precision than others. The puzzle pieces go into place if you are in the general vicinity, even iwrite is somewhat forgiving about the lines. We need to use the easiest apps when prompting her to use her own finger.
Start by letting her use the method she is comfortable with and then physically prompt her to use her own finger.
It seems to go easiest if I allow her to use my finger a couple of times and then say R. do and I’ll physically take her finger and make her do it. Sometimes she argues and wrestles her hand away, but if I’m insistent she will comply. I usually have to hold her finger a couple of times, and then I can back off to just putting my hand on her arm. With some apps she’ll usually go on for a while on her own, but with others she’ll do it on her own for a few times and then I have to go back to letting her use my finger and start over again. When she can do an activity all on her own she gets so excited and pleased with herself, and she wants to continue doing it.
Have her ask for use of someone’s finger.
I’m going to prompt her to say help, each time she wants to use my finger. I hope that will eventually help her realize that use of someone else’s finger is not automatic.