Recommendations for Using PowerPoint 2016/2020 to Create Individualized Matching to Sample Sessions on the iPad

Abstract

A recent tutorial by Cummings and Saunders (Behavior Analysis in Practice, 12, 483–490, 2019) described methods to arrange match-to-sample tasks using PowerPoint on laptops with touch screens. Similar paradigms may be used on tablet-based systems such as the iPad. Because iPads may be commonly used by behavior-analytic practitioners, modifications to the procedures described by Cummings and Saunders (2019) may facilitate the successful use of these systems in treatment programs. Here we describe additional procedures and settings that may increase practitioners’ success when using match-to-sample instructional arrangements on the iPad.

Cummings and Saunders (2019) recently provided a tutorial on arranging auditory–visual conditional discriminations using PowerPoint on laptops with touch screens. We were thrilled to see such a publication in Behavior Analysis in Practice, as the paradigm that is described is likely feasible to use in applied settings and may require lower response effort to prepare, modify, and individualize instructional stimuli compared to other methods (e.g., printed cards). As Cummings and Saunders (2019) noted, computerized systems may reduce practitioners’ reliance on other instructional materials (e.g., flash cards) during tabletop instruction. Although this may appear insignificant, the practical benefits are numerous, as instructional stimuli may be misplaced, lost, or destroyed. Computerized systems also allow for greater ease in preparing individualized targets, as it is not necessary to prepare physical stimuli. Similarly, packaged stimuli may commonly include outdated pictures (e.g., rotary telephones) that would not be relevant for a client’s programming. Other limitations of using physical stimuli include the considerable number of responses by the practitioner needed to arrange a single trial during conditional discrimination training. These steps may make conditional discrimination training incredibly burdensome and time-consuming (e.g., presenting a different sample on every trial, rearranging at least three comparison stimuli out of sight of the client, and ensuring the correct comparison varies unsystematically across trials; Green, 2001). Indeed, prior descriptive studies have identified numerous components of conditional discrimination training that may be associated with procedural integrity errors, such as the presentation of the controlling prompt, clear instruction, randomization of the comparison array, and inadvertent prompting (Carroll, Kodak, & Fisher, 2013; Kodak, Cariveau, LeBlanc, Mahon, & Carroll, 2018). This is further complicated when a client emits problem or stereotypic behavior during instructional tasks, which is more frequent during slow-paced instruction (Cariveau, Kodak, & Campbell, 2016). Computerized systems may replace physical stimuli during conditional discrimination training, effectively eliminating the majority of the issues described previously.

An additional benefit of computerized systems is the automated detection of the learner’s response (Cummings & Saunders, 2019; Saunders, Hine, Hayashi, & Williams, 2016). In the PowerPoint arrangement described by Cummings and Saunders (2019), stimuli are hyperlinked to consequence slides. As a result, the client’s response immediately produces the removal of the instructional stimuli and the presentation of a reinforcer or extinction/punishment slide as programmed by the practitioner. Saunders et al. (2016) endorsed that the immediate feedback that is possible through computerized systems may reduce the likelihood that errors or other problematic patterns of responding are adventitiously reinforced. Similarly, smaller delays to reinforcement are associated with more rapid acquisition of target responses (Carroll, Kodak, & Adolf, 2016; Majdalany, Wilder, Smeltz, & Lipschultz, 2016).

Our lab has recently used a system similar to the one described by Cummings and Saunders (2019) to teach visual–visual conditional discriminations using an iPad to individuals with developmental disabilities. In our work, we have identified a few additional procedures that contribute to effective instructional arrangements when using tablet-based systems. These procedures may be pertinent to behavior-analytic practitioners, as iPads may be commonly used in their clinical work. Here we describe these procedures when using PowerPoint on an iPad to target conditional discriminations.

Procedures for iPad-Based Programs

The majority of the procedures described by Cummings and Saunders (2019) remain appropriate for use on the iPad. The slide order, data collection system, hyperlinking, and slide advancement procedures should remain the same. Some additional procedures and settings might allow for fewer technological blunders, which may otherwise commonly occur with touch screen systems. We describe these relevant procedures and settings using task analyses that were then executed successfully by two untrained adults.

Accessibility Features

Spaced Responding Requirement

For some of our clients, responses on the iPad screen were not registered when contact was made with a callused fingertip, fingernail, or more than one finger. As a result, our clients would commonly tap on the stimulus two or more times in rapid succession. This pattern of responding would be expected, as instances in which the response is not registered results in a seemingly variable-ratio schedule of reinforcement. Problems may arise when the client repeatedly taps on the screen, as double-tapping will magnify the stimulus being selected. This feature results in a distorted view of the stimulus array, which then requires the practitioner to move the tablet away from the client, zoom out, and re-present the trial. Altering the Accessibility options in the iPad Settings effectively reduces errors resulting from double-tapping.

Figure 1 shows screenshots of the following methods to require spaced responding using the iPad Accessibility settings:

1. Under Settings, select “Accessibility” from the left side of the menu.

2. Under the Physical and Motor section on the right side of the Accessibility menu, select “Touch.”

3. Select “Touch Accommodations” from the right side of the Touch menu.

4. Turn on Touch Accommodations. The button will appear green when this feature is on.

5. Turn on Ignore Repeat and set the desired duration. We have typically used 0.40 s, which requires responses to occur at least 0.40 s apart before they will register on the touch screen. When this setting is applied, only the first response will be registered when rapidly tapping the screen. No additional response will be registered until 0.40 s has elapsed without a response. It should be noted that this will change the setting across all applications on the iPad.

Fig. 1.

A diagrammatic representation of the required steps to enable spaced responding on an iPad. This feature will register responses only when they are separated by a predetermined duration (e.g., 0.40 s) and are enabled in the Accessibility menu under Settings

Guided Access

The instructional task may be disrupted if the client presses the Home button or locks the iPad. For clients who have experience navigating the iPad, these responses may be emitted frequently as they attempt to access another application. Using the Guided Access feature of the iPad, the practitioner may make the Home and Lock buttons inoperable during sessions. Figure 2 shows a screenshot of where the practitioner can find the Guided Access settings:

1. Under Settings, select “Accessibility.”

2. Under General, select “Guided Access.”

3. Turn on Guided Access.

4. Select “Passcode Settings” and set a passcode to be used to disable Guided Access.

5. Once these settings are arranged, triple-clicking the Home button will enable Guided Access, which will subsequently make the Home and Lock buttons inoperable.

6. To disable Guided Access, triple-click the Home button and enter the predetermined passcode.

Fig. 2.

A diagrammatic representation of the required steps to enable Guided Access on an iPad. This feature prevents the user from leaving the PowerPoint application during instructional tasks. This feature is found in the Accessibility menu under Settings

Positioning the iPad

We also observed frequent issues when the client’s hand contacts the screen in more than one place when selecting a stimulus. This may occur if either hand is resting on the screen during the task. This may activate the pinch-to-zoom feature in the PowerPoint application. We have been unable to remove this feature entirely and instead have arranged for the iPad to be placed at a 120° angle using a stand. Placing the iPad at this angle and in the landscape position does not allow the client to rest his or her hand on the screen. Alternatively, Saunders et al. (2016) described having a touch screen mounted to the wall. iPad-compatible wall mounts are available; however, we have not used, and thus cannot endorse, these systems.

Reinforcer Slides

An additional feature that we have included in our iPad-based systems is brief animated images using graphic interchange format (GIF) files. Although a consistent reinforcer slide and the delivery of a physical reinforcer (e.g., Saunders et al., 2016) may be commonly used, we have found that brief clips from a client’s favorite video may be an effective reinforcer. A variety of GIF files may be found on the Internet that include characters from a client’s preferred shows or video games. The practitioner may also create GIF files using various online programs. In our lab, we have used the website www.giphy.com to create GIF files from our clients’ favorite YouTube videos. Creating this file typically takes less than 60 s and requires only that you paste the link from the YouTube video into the webpage, select the portion of the video to be made into a GIF, and save the image as a GIF file. This file can then be dragged into the reinforcer slide and will play automatically when the slide is selected.

Formatting Slides

PowerPoint allows for a variety of slide sizes. Although the appropriate slide size may differ across applications or devices, the widescreen (16:9) slide size produces black borders approximately 2.54 cm at the top and bottom of the screen. Instead, the standard (4:3) slide size may be ideal as it does not produce any borders in the PowerPoint application on the iPad. Using the standard (4:3) size also allows for the stimuli to be positioned on the edges of the screen, which maximizes the use of the entire iPad display. To select a slide size, click under the Design tab and select “Slide Size” (Fig. 3).

Fig. 3.

A diagrammatic representation of the steps to format the size of the PowerPoint slide to standard. The slide size setting is located under the Design tab

Exporting to PowerPoint on iPad

When using the PowerPoint application on the iPad, there are limited options for editing. Instead, it is recommended that practitioners manipulate the slides on a computer and export the file onto the iPad. Cloud-based services (e.g., Dropbox) may allow files to sync directly to the iPad, which can then be exported and played through the PowerPoint application. Practitioners should be aware of any protected health information that may be present in the prepared task and ensure that any cloud-based services are compliant with the Health Insurance Portability and Accountability Act (2007) and relevant professional or ethical compliance codes (e.g., Behavior Analyst Certification Board, 2015).

Additional Considerations

Although we have found the current systems useful in our practice, tablet-based instruction may not be appropriate for all clients. Significant problem behavior may be a major concern, particularly as tablets are significantly more expensive than flash cards. We recommend using protective cases or other methods to reduce the likelihood that the device will be damaged. Further, a client’s prior history with the iPad as a reinforcer may lead to additional issues when using the same system as an instructional tool. All of our clients had a prior history with the iPad as a reinforcer; however, we did not observe increases in problem behavior when the tablet was subsequently used to train conditional discriminations. In fact, we typically used the iPad as an instructional tool for clients who emitted disruptive behavior with instructional stimuli (e.g., swiping picture cards off of the table). We recommend that whenever the iPad is used, it should be managed by the therapist. That is, for all of our clients, the therapist always held the iPad, placed it in a stand, or laid it on the table in front of the client. This was the case when the iPad was used as an instructional tool and during reinforcement intervals. This may serve as an antecedent intervention to reduce the likelihood that problem behavior—such as throwing the device or noncompliance when the iPad is being removed—will occur.

As with any new instructional system, it may be necessary to introduce the iPad-based arrangement so that initial exposure is associated with a dense schedule of reinforcement. Because the topography of the response that was previously emitted during match-to-sample paradigms may differ across clients (e.g., placing the sample on top of the correct comparison, handing the correct comparison to the therapist, or touching the correct comparison), the pointing response that is required when using the iPad may need to be explicitly trained. Further, the stimulus arrangement on the iPad (e.g., the position of the sample and comparison stimuli) may be unfamiliar to participants and result in frequent errors during initial exposure to the system. We have found that training in these systems was most successful when initial exposure to the paradigm included mastered targets or simple discriminations (e.g., selecting a preferred cartoon character to produce a brief GIF of the character in a movie).

Conclusion

The current tutorial extends the work of Cummings and Saunders (2019) by describing additional considerations when using match-to-sample arrangements on iPad-based systems. Given the potential advantages of computerized training in conditional discriminations and the access that behavior-analytic practitioners may have to iPads, we hope that this tutorial will help practitioners avoid the various blunders we made when first using these systems.