Invisible Coach White Paper

Noelle Chiavetta, Mollie Schmitz, Heather Francis, Esther Lee

Harvard Graduate School of Education







Invisible Coach
































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Contents

Background2

Invisible Coach..5

Purpose..5
Design5
Standards6

Universal Design For Learning.7

Recognition Network.8
Strategic Network..8
Affective Network.9

Integration of Universal Design For Learning..9

Multiple Means of Representation10
Perception..10
Options for Language, Mathematical Expression and Symbols11
Options for Comprehension...11
Multiple Means of Action and Expression12
Options for Physical Action...12
Options for Expression and Communication.13
Provide Options for Executive Functions..13
Multiple Means of Engagement.14
Recruiting Interest..14
Sustaining Effort and Persistance...15
Self-Regulation...16

Conclusion..17

References...18

Appendix A.22











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Background

The number of children diagnosed with Autism Spectrum Disorder (ASD) in the US is
constantly on the rise. In fact, the Autism Speaks Organization recently came out with a new
statistic that 1 in every 68 children is diagnosed with ASD (Autism Speaks, 2014). Along with
the increase in ASD, there is a movement toward inclusive classrooms. This movement has
sparked a debate on whether or not this is a good idea for children with and without learning
disabilities or disorders such as Autism Spectrum Disorder. Some believe that segregating
students with disabilities is discrimination, but proponents of segregated classrooms often point
to the fact that it can be difficult for those students to get the individualized attention and expert
level of care they need from inclusive classrooms. On the other hand, supporters of inclusive
classrooms cite important social benefits of inclusive classrooms, but others say that extra
disruptions may negatively effect instruction and learning in the classroom (Gordon, 2013).
While there are many factors at play in this debate, one area that can be reinforced in either type
of classroom, but particularly in inclusive classrooms is the supports that can be provided to help
students succeed and become more independent.
One of the major issues in assisting children with ASD in the classroom is that current
support systems tend to lead to over-dependence on adults (Hume,Loftin & Lantz, 2009).
According to a study conducted by Giangreco and Broer students with ASD spent around 86% of
their day with a one-on-one aide within 3 feet of them (Giangreco & Broer, 2005). The proximity
and ease of access to paraprofessionals might benefit students in the short run by providing
additional support and prompts to students during particular moments in school, but once the
constant one-on-one involvement is removed students often struggle to complete tasks
independently (Giangreco et al.,1997; Hume, Loftin, & Lantz, 2009).

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One way to help support independence in students with ASD or other social,
organizational challenges is to employ technology in the classroom. In fact, even beyond the
current surge in interest in educational technology, a variety of technological devices and
programs have been used to support children with ASD for over 35 years (Knight, McKissick, &
Saunders, 2013). The addition of tech tools for ASD in the classroom has been shown to improve
communication and literacy expression skills and may be appealing to students because it allows for
autonomy and comfort in the classroom (Tincani & Boutot, 2005). Commonly identified benefits of
supporting students with ASD with technological tools include reducing the time and cost-
effectiveness of one-on-one instruction and increasing the total number of students who can be
positively impacted (Higgins & Boone, 1996; Tincani & Boutot, 2005).
Taking into consideration the need for students with ASD to gain independence and the
efficacy of assistive technology, Invisible Coach was created. Invisible Coach empowers students to
have a more direct hand in their learning through a multitude of functions and tools available through
the Invisible Coach dashboard. In addition to allowing students to make decisions about their
learning and needs, Invisible Coach integrates the support of one-on-one aides through features like
the Whisper chat function, but paraprofessional assistance is not as heavily leaned upon. Thus,
learning regulation and independence is scaffolded for students.
The skills that children with ASD gain through the use of supportive technology such as
Invisible Coach have tangible benefits in life beyond school. Increased communication and
functional abilities increases the number of individuals with ASD who are able to live independently
post high school. Depending on the individual student, they may be more likely to obtain post
secondary education, live away from parents and earn a living by being employed. All of this can
lead to an overall higher quality of life for both the student and their families (Anderson, Shattuck,
Cooper, Roux & Wagner, 2013; Roux et al., 2013; Shattuck et al., 2012).

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Invisible Coach
Purpose:
The purpose of Invisible Coach is to promote greater independence in children with
ASD (or other social, organizational challenges) by applying UDL theory to create
metacognitive supports on one customizable online platform. Although we hope this product
will eventually be generalize to many age ranges and types of learners, we are initially designing
Invisible Coach for 4
th
-5
th
graders on the high-functioning end of the autism spectrum. The idea
behind the Invisible Coach is to help these students succeed in the mainstream classroom without as
much reliance on one-on-one aides or remedial pull-out lessons. Invisible Coach will focus on
independent learning skills by providing students a single platform which they can customize
with the executive functioning, communication, and emotional regulation supports to meet their
individual learning style. Students can self-assess their own goals via Invisible Coach, but
teachers can assess the students independent learning skills progress with the rubric found on
the implementation guide. Invisible Coach will be accessible to students in the academic
classroom (i.e. Language Arts class) via a computer or a tablet.

Design:
Invisible Coach began as a website dashboard, and now includes a partner mobile
application for greater convenience. Invisible Coach provides students with a customizable
digital support environment, including features such as calendars, checklists, reminders, goal and
grade trackers, a coping-strategy toolbox, time management devices, and digital incentive
systems. An additional feature is the ability to communicate digitally with teachers or learning
support specialists in real-time through a whisper chat function or pre-set check-in
button. The most important feature is that each students dashboard is customizable with the
tools and features most appropriate for his/her needs (Goldsberry & Schmitz, 2014).

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There are a number of implementation possibilities for Invisible Coach. 1. A student can
register individually for Invisible Coach to create a dashboard with digital support tools. 2. A
student and a specialist can register as a team, through which they can work together to create
their dashboard and be available via chat even when they are physically apart during class time.
3. A teacher can register for him/herself and the whole class, so that each student can have an
individualized dashboard through which they can communicate important messages to the
teacher via check-in buttons.

Standards:

Invisible Coach includes metacognitive supports to help students achieve social and emotional
learning standards, and subsequently academic standards. Anchorage School District in Alaska
provides some examples of Social and Emotional Learning Standards (ASD SEL Standards).* These
Self-Awareness and Self-Management skills are foundational to students taking an active role in
their learning, and thus achieving academic success. For students who struggle with these skills,
Invisible Coach provides safe and unobtrusive support system.

Self-Awareness:
1A: Students demonstrate awareness of their emotions.
- Invisible Coach offers emotional check in and graphing for students to chart and review their
emotions.
1B: Students demonstrate awareness of their personal traits.
- Through the emotional tracking systems, and the ability to save notes, chats with educators,
and graphs of emotions throughout the day, Invisible Coach provides students with
opportunities to reflect on their personal traits. Students can review these transcripts and graphs
with their educator, to determine trends in their learning process. Then, they can work with the
educator or on their own to customize their homepage according to their needs.
1C: Students demonstrate awareness of their external supports.
- Students take personal responsibility in managing and implementing the supports on their
dashboard. By using Invisible Coach, students can try out many support strategies. Then, as
they use the progress monitoring tools, such as goal tracking, emotion tracking, and progress
reward system, IC will generate graphs, which will support student understanding of how well
each tool is working for them. Thus, students will become more aware of learning, behavioral
and emotional triggers, as well as the effectiveness of various supports for them.
1D: Students have a sense of personal responsibility.

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- Students are in charge of setting their own learning, emotion, and behavior goals.

Self-Management:
2A: Students demonstrate ability to manage their emotions constructively.
- Students plan for and respond to emotional dysregulation using Invisible Coachs emotion
check-in, graphing, and tool-box.
2C: Students use effective decision-making skills.
- The emotion tool box provides students with a self-prescribed menu of coping strategies when
they need to make a decision about how to self-regulate.
2D: Students demonstrate ability to set and achieve goals.
- Students set and track personal academic, social, and behavioral goals.

Social Management:
4A: Students use positive communication and social skills to interact effectively with others.
- Students are provided with communication tools such as the whisper and the check-in (so they
can communicate with an adult without disrupting the class), and the digital note-pad and
doodle-pad, so they can save their personal thoughts and share only relevant ones.

* For details, please see:
http://www.asdk12.org/media/anchorage/globalmedia/documents/sel/SEL_TeamOverview.pdf



Universal Design for Learning


Universal Design for Learning (UDL) is a curriculum design and development framework
that aims to maximize usability and create equal learning opportunities among all types of
learners (CAST, 2014). The idea behind UDL is that there is no such thing as a one-size fits all
model for education since all students are different and vary in their strengths and weaknesses
(Meyer, Rose, & Gordon, 2013). Factors that contribute to this variability include differences in
preferences for means of expression, degrees of motivation and engagement, and perception and
comprehension of content and materials presented (Meyer, Rose & Gordon, 2013). Thus,
adaptability in goal setting, methods, materials and assessments within programs and curricula is
key to creating a solid, UDL-aligned product (Meyer, Rose & Gordon, 2013).
Informed by neuroscience and educational research the UDL guidelines are built out under
the following foundational brain networks: 1) Recognition Network; 2) Strategic Network; 3)

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Affective Network. Each network is based on its own individual principle and is discussed in
depth below:
The Recognition Network: The Recognition Network is located posteriorly in the brain
and is primarily responsible for the receiving and processing of external information into
knowledge one can use to navigate through a variety of contexts (CAST, 2011). At the heart of
the Recognition Network is the notion of Multiple Means of Representation. Multiple means
of representation means that subject matter, materials and content are presented in a variety of
ways to appeal to all types of learners. This is highly important as individual learners have
different ways of perceiving and comprehending information in their brains. For instance, two
students, one with sight and one who is blind can still participate in and benefit from reading the
same book in class on an iPad provided that there is an option for voice-over. Having multiple
means of representation allows for a wider range of individuals to take in and benefit from the
information that a teacher or lesson is trying to convey.
The Strategic Network: The Strategic Network is located in the forebrain and serves
individuals in planning, organization, and carrying out expressions and actions (CAST, 2011).
The key notion of the Strategic Network is Multiple Means of Action and Expression. Multiple
means of action and expression means that students are provided a multitude of options to set
appropriate goals, express their knowledge, navigate their environment and hone their executive
functioning skills (UDL Center, 2014). An example of multiple means of action and expression
is providing students with an assignment that allow for written, visual and speech presentation
options. In this example, a student with a motor disability may choose to give an oral
presentation instead of a written presentation in order to express their knowledge of the content
matter of the assignment.

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The Affective Network: The Affective Network is located in the center of the brain and its
primary role is to stimulate interest and engage and motivate learners. The core idea behind the
affective network is Multiple Means of Engagement. A key component of multiple means of
engagement is getting to know students on a personal level and allowing them to work in ways
that they feel most comfortable. For example, providing students with options for alone or group
work, or hands-on or visual lessons. Multiple means of engagement is highly important because
individual learners are motivated by a wide variety of things and emotions largely play into the
success of students in the classroom (CAST, 2011).
Overall, the goal of UDL is to design high quality curricula that can reach as many different
types of learners as possible through multiple means of representation, action and expression, as
well as engagement. The full set of UDL principles and guidelines can be reviewed on the
National Center on Universal Design for Learning website (www.udlcenter.org). Additional
information can also be found on the CAST website (www.cast.org). Both of these sites also
provide UDL examples, resources and professional development materials.

Integration of UDL in Invisible Coach

One of the biggest benefits of designing Invisible Coach through the UDL lens is that though
the idea for Invisible Coach started with the notion of aiding students with ASD or other social,
organizational challenges, it is applicable to all students. Below is the breakdown of how Invisible
Coach incorporates UDL Guidelines and Checkpoints. A list view broken down by individual tools
can be found in Appendix A.
Multiple Means of Representation:

The Invisible Coach platform integrates UDL principle 1 Multiple Means of Representation
by providing students with a variety of options for perception, language, symbols and

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comprehension. By providing multiple means of representation, Invisible Coach is able to tap into
and meet the needs of the brains recognition network.
Perception Invisible coach offers students with ASD ways to customize the visual display
of information and offers alternatives for visual information (checkpoint 1.1). A number of studies
have revealed that children with ASD are particularly strong at understanding, responding to and
communicating with visual-spatial materials (Shane 2008, Shane et al., 2012). Invisible Coach allows
students to capitalize on their strong visual-spatial skills by allowing students to customize the
display and features (digital tools) of their dashboard. Students will have only as many features as
they want and need. They can change the font, color, and sizes of the features to best suit their needs.
Additionally, text can be supplemented or replaced with icons, either provided by Invisible Coach or
uploaded by the child. Thus, by providing students with a visual dashboard that they can customize,
Invisible Coach is able to promote independence and tailor learning to each students individual
needs.
Since Invisible Coach is based in UDL, every aspect of the product is accessible. For
instance, the Invisible Coach training videos provide alternatives to auditory information (checkpoint
1.2) by using closed captioning. This is particularly useful when students are joining their teachers
and paraprofessionals in watching the training videos. By including students in the training portion of
Invisible Coach, everyone will be able to get the most out of the product.
Though its known that students with ASD are particularly strong visually, Invisible Coach
recognizes that every student is unique and that some may prefer an alternative to visual information
(checkpoint 1.3). Invisible Coach provides a text-to-speech toolbar at the top of every page as well as
providing the option for auditory reminders and another means of communication with teachers,
paraprofessionals and other individuals. Studies have shown that providing text-to-audio and text-to-
speech options for communication purposes allow for children with ASD to have more effective and

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meaningful engagement in activities and conversations (Shane et al., 2012; Thunberg, Alhsen &
Dahlgren Sandberg, 2007).
Options for language, mathematical expressions, and symbols Invisible Coach provides
students with tools that will help clarify vocabulary and symbols (checkpoint 2.1) by incorporating a
hover-over-word dictionary as well as the option of an online reference dictionary. As students
navigate Invisible Coach, they will use visual icons, which will have corresponding words as they
hover over. Providing these options is important due to the fact that children with ASD have
strengths in visual processing and like visual content delivered via electronic screen. Additionally,
studies suggest that spoken language should be supplemented with a visual-linguistic environment, or
symbols (Shane, et al., 2012; Althaus, et al., 1996; Shane & Albert, 2008).
On a similar note, Invisible Coach will give students the ability to illustrate through multiple
media (checkpoint 2.5) by allowing students to upload their own audio, text and visual materials to
use in the calendar and reminder features. Alternatively, students can choose not to upload their own
materials and use the standard Invisible Coach audio, text and images that are pre-loaded. This will
help students make choices and keep on schedule and on track in ways that are most helpful for their
individual learning styles.
Invisible Coach recognizes the fact that there are multilingual children with ASD (Valicenti-
McDermott et al., 2013). Despite the fact that children with ASD often struggle with language
acquisition, research has shown that bilingualism or multilingualism has any negative effects on
language development in young children with ASD. Thus, Invisible coach will have an optional
translation feature with both audio and visual symbol supports to help children interact with class
content and promote understanding across languages (checkpoint 2.4).
Provide options for comprehension The Invisible Coach platform provides many options
for comprehension. To start, students are able to highlight patters, critical features, big ideas and
relationships (checkpoint 3.2) if students choose to include the goal tracker or emotion tracker on

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their dashboard. By including these features, students are able to generate charts and graphs that
illustrate their progress and highlight trends in their personal performance. This is particularly
important for children with ASD as it visually supports executive functions and emotional regulation
(Korkmaz, 2011). Similarly, Invisible Coach also guides information processing, visualization and
manipulation (checkpoint 3.3) through infographics and providing a platform to help students graph
and monitor emotions and personal goals.
Finally, Invisible Coach maximizes transfer and generalization (checkpoint 3.4). Since
Invisible Coach is a digital platform, it can be used in a variety of learning environments, thus
encouraging transfer of metacognitive skills to many different settings. An important piece of
information to note is the fact that this does not mean that students are dependent upon Invisible
Coach. Rather, Invisible Coach provides a single tool on which students can practice organizational,
communication, and emotion regulation skills in real world contexts (Ganz, Sigafoos, Simpson,
Cooke, 2008).

Multiple Means of Action and Expression:
The Invisible Coach platform integrates UDL principle 2 Multiple Means of Action and
Expression by providing students with a variety of options for physical action, expression and
communication, and executive functions. By providing multiple means of action and expression,
Invisible Coach is able to tap into and meet the needs of the brains strategic network.
Provide options for physical action One way Invisible Coach is able to provide students
options for physical action is by varying the methods for response and navigation (checkpoint 4.1)
through the Invisible Coach tablet application. The touchscreen application will be easier for students
to use than a regular computer mouse for those with motor impairments (Sacrey, Germani, Bryson &
Zwaigenbaum , 2014). The application will also have a speech-to-text microphone in the note-pad to
reduce the need for typing for students with limited motor control. The tablet application will

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accessible on any device as it is being designed to be compatible with a variety of tablets on the
market including IOS and Android platforms. In fact, the ability to use Invisible Coach on commonly
used tablets is a large benefit in itself as it has been noted that other assistive devices, such as the
Dynavox etc. tend to be bulky, difficult to transport and often stigmatize students who use them
(Shane et al., 2012).
Provide options for expression and communication - In order to provide options for
expression and communication, Invisible Coach has incorporated multiple media for communication
(checkpoint 5.1) and multiple tools for construction and composition (checkpoint 5.2). The check-in
function provides students multiple media for quick, symbolic communication and is highly useful at
times when a student needs to alert a teacher or other educator regarding comfort level, anxiety, and
general readiness to learn without the need for words. In addition to the check-in feature, the notepad
and Whisper function are tools for construction and composition. The notepad and Whisper
function allow for texting and doodling capabilities. These three communication functions are highly
valuable to this population as verbal communication and expression can be particularly challenging
(Zalla et al., 2014). The multitude of visual communication options provided by Invisible Coach will
open doors for more effective and efficient communication. Additionally, by making communication
less of an effort as has been demonstrated by other visual exchange systems such as Picture
Exchange Communication Systems (PECS), Invisible Coach may actually encourage more effective
communication, a higher degree of self-helping behaviors and more independence than students with
ASD are typically display without these systems (Malhotra, Rajender, Bahtia & Singh, 2010).
Provide options for executive functions Invisible Coach provides supports for executive
functions by incorporating tools that help guide appropriate goal setting (checkpoint 6.1), support
planning and strategy development (checkpoint 6.2), and enhance capacity for monitoring progress
(checkpoint 6.3). The Invisible Coachs goal setting, tracking and reward system scaffolds students
goal-setting and achieving behavior by prompting students to break down goals into definable and

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quantifiable pieces. The ability to set goals is an important task for children with ASD to learn as
they tend to get stuck and frustrated, which can lead to behavioral issues. In fact, the ability to set
target goals has been explored with positive results in behavior, flexibility and goal setting
(Kenworthy et al., 2014).
In addition to goal tracking, Invisible Coach has built in tools for emotion tracking. Invisible
Coachs emotion tracker and tool-box system allows students to plan self-regulation strategies. For
example, when a student is feeling a certain emotion, the emotion-tracking tool will prompt students
to try one of their planned strategies in moments of emotional dysregulation. Emotion tracking is
important to students with ASD as they have a tendency to internalize problems, which contribute to
the higher than average levels of depression and anxiety, particularly in the high-functioning
population (Henderson et al., 2013). Both the goal tracking and the emotion-tracking features provide
options for students to turn their data into charts and graphs to monitor progress. Students can
choose to display these charts on the dashboard. Additionally, the whisper and note-pad functions are
saved so that students can review past thoughts and conversations independently or with an educator.

Multiple Means of Engagement
The Invisible Coach platform integrates UDL principle 3 Multiple Means of Engagement
by providing students with a variety of options for recruiting interest, sustaining effort and
persistence, and self-regulation. By providing multiple means of Engagement, Invisible Coach is able
to tap into and meet the needs of the brains affective network.
Recruiting I nterest Invisible Coach has multiple tools to optimize individual choice and
autonomy (checkpoint 7.1), optimize relevance, value and authenticity (checkpoint 7.2) and
minimize threats and distractions (checkpoint 7.3). Students can customize and personalize almost
every aspect of their Invisible Coach dashboard. Students can choose color schemes and themes, set
their own goals, select how their progress is rewarded, choose how they want to communicate and

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take notes, and take charge of their emotions and plans. Students are able to further customize their
Invisible Coach dashboard by using pictures from their real world (i.e. a photo of their own
classroom, rather than a stock image of a classroom), thus enhancing authenticity and personal
relevance. The customizability and flexible nature of the Invisible Coach platform is important in this
population as the nature of ASD is developmental and can change over time. There is no one-size
fits all treatment, education, or support structure and such supports must be able to meet the
changing needs of students with ASD as Invisible Coach is capable of doing (Stahmer, Schreibman
& Cunningham, 2011). Additionally, students are able to link progress to rewards, which enhances
the value of goal related behavior for many students.
This customization is also important in minimizing threats and distractions. Students can limit
the amount of distractions by choosing to display only a few supports on the main dashboard if they
are the type of student to be easily overwhelmed by choice or clutter. The Invisible Coach chat
functions also provide ways of minimizing threats and distractions. For many students with ASD,
chatting privately may feel less threatening than speaking in a large group. For others, chatting
privately about individually relevant information may minimize being a distraction to the classmates
(i.e. if that student is prone to commenting too often during class). On the other hand, student and/or
teacher can disable the Whisper function if the chat becomes too distracting.
Sustaining Effort and Persistence Through Invisible Coachs goal and emotion tracking,
progress monitoring and reward systems students are incentivized to sustain effort and persistence.
To stay on track students can set the reminders for their personal goals, display their personal goals
and progress on their dashboard to increase awareness of development, and rewards heighten the
salience of goals by linking them to motivating stimuli (checkpoint 8.1). Additionally, Invisible
Coach has the capability to vary demands and resources to optimize challenge (checkpoint 8.2) by
adjusting their goals and setting new goals as they have mastered previous goals in the goal setting
and tracking tools. Students can also choose to link higher levels of achievement to more motivating

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rewards. Allowing students to set achievable goals that vary with mastery and earn rewards based
upon the achievement of those goals is highly important in this population. It has been shown that
without appropriate motivation students with ASD can sometimes develop learned helplessness
and end up underperforming despite having the potential to achieve much more and perform at
higher levels (Koegel & Mentis, 1985).
To further support the sustainment of effort and persistence, Invisible Coach has a multitude of
tools that help foster collaboration and community. Though communication and emotional
expression can be particularly challenging for kids with ASD building a sense of friendship and
community can be good in helping reduce feelings of loneliness, depression and the inability to
connect with others and can help students connect based on shared interests (Orsmond, Wyngaarden
Krauss & Mailick Seltzer, 2004). Collaboration and community building features include the check-
in system, which allows students to be in constant communication with their teachers about their
emotional states without disrupting the class, and the Whisper function, which encourages students to
discuss their learning experience with their educators. The Whisper function also allows for
increased mastery-oriented feedback (checkpoint 8.4) as educators can provide personalized
feedback without interrupting the class or calling attention to a shy student.
Finally, the Educator Dashboard allows teachers and paraprofessionals to be in constant
communication between themselves, their students, and the students families, thus allowing for the
individualized care and attention that each child needs.
Self-Regulation The Invisible Coach platform provides students many tools to help with
self-regulation. More specifically, Invisible Coach helps promote expectations and beliefs that
optimize motivation (checkpoint 9.1) through the Progress Reward System. Since students are set up
with the expectation of a realistic reward upon goal completion, students are motivated to work
towards their target goals. Setting up realistic goals that can be rewarded is important in preventing
frustration and behavior issues and promoting flexibility, and independence (Kenworthy et al., 2014).

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The Progress Reward System also facilitates personal coping skills and strategies (checkpoint
9.2) by allowing the student to remind him or herself of the positive outcomes of goal-related
behavior, which is an important coping strategy during moments of frustration (Kenworthy et al.,
2014). Invisible Coachs Check-In System helps facilitate coping as well by allowing students to
express their emotional states and feelings. Since students with ASD generally have a more difficult
time with self-expression the ability to be heard and understood may be an important coping strategy
for many students and may help them to feel less lonely and find peers with similar interests
(Orsmond, Wyngaarden Krauss & Mailick Seltzer, 2004). Similarly, the Self Regulation Planner and
Emotion Tracker together allow students to come up with a coping plan ahead of time and will help
implement the strategies in their Self-Regulation toolbox when necessary.
Finally, Invisible Coach is able to help students develop self-assessment and reflection skills
(checkpoint 9.3) through the Self-Regulation Planner, Emotion Tracker and Self-Regulation
Toolbox. The Self-Regulation Planner allows students to reflect upon which strategies are most
useful for them and re-work their plan based on data from the Emotion Tracker. The Emotion
Tracker itself provides practice in assessing students own emotional states. As students log their
emotions in the Emotion Tracker, the Self-Regulation Toolbox automatically reminds the students of
the emotion they just logged, thus reinforcing the self-reflection they just completed.

Conclusion

Invisible Coach recognizes the need to support students with ASD and their educators. By
utilizing UDL principles and guidelines Invisible Coach is able to support individualized
learning and communication, decrease stress and frustration at school and foster a greater degree
of independence through the multitude of customizable tools and features available in the
Invisible Coach dashboard. Greater satisfaction at school and independent functioning will not

18
only lead to better life outcomes for students with ASD, but will also allow teachers and
paraprofessionals to be more impactful in their work, thus decreasing job stress and improving
job satisfaction. Overall, Invisible Coach is the tool that will allow students with ASD to reach
their true individual potentials.


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Appendix A


Invisible Coach
Feature
UDL Checkpoints Explanation
Customizable Dash 1.1 Offer ways of
customizing the
display of
information
Students can choose which tools to display on their
dashboard for easy access to the supports most
useful for their own needs.
7.1 Optimize
individual choice
and autonomy
Students can choose color schemes and themes with
which to personalize their dashboard
7.3 Minimize threats
and distractions
Students can limit the amount of distractions by
choosing to display only a few supports if they are
the type of student to be easily overwhelmed by
choice or clutter.
Text-Help Toolbar 1.3 Offer
alternatives for
visual information
Students can use text to speech capabilities.
2.1 Clarify
vocabulary and
symbols
A dictionary is available for any on-screen text.
Language Settings 2.4 Promote
understanding
across languages
Invisible Coach will be available in multiple
languages.
Pre-set Icons 1.1 Offer ways of
customizing the
display of
information
Students may choose from Invisible Coach icons to
accompany (or replace) text.
Upload-able Icons 1.1 Offer ways of
customizing the
display of
information
Students may upload their own icons from the web
or take their own photos to accompany (or replace)
text.
7.2 Optimize
relevance, value,
and authenticity
By using pictures from their real world (i.e. a photo
of their own classroom, rather than a stock image of
a classroom), students enhance authenticity and
personal relevance.
Daily Schedule 1.1 Offer ways of
customizing the
Students can choose to highlight their current
activity, or display the schedule without

23
display of
information
highlighting.
2.5 Illustrate
through multiple
media
Students can upload photos or use text (or both) to
create schedules.
Calendar 1.1 Offer ways of
customizing the
display of
information
Students can display the calendar by week, month,
or year.
2.5 Illustrate
through multiple
media
Students can use icons, text, or both to mark events
on their calendar.
6.2 Support
planning and
strategy
development
Students can use the calendar to plan ahead and keep
track of important dates.
Reminder System 1.3 Offer
alternatives for
visual information
Students can set the reminders to be read aloud at
given times/intervals.
2.5 Illustrate
through multiple
media
Students can choose an icon to accompany or
replace the text of their reminder.
6.2 Support
planning and
strategy
development
Students can use the reminder system to practice
using strategies until the habit has developed.
8.1 Heighten
salience of goals
and objectives
Students can set the reminders to remind them of
their personal goals.
Homework Organizer 6.2 Support
planning and
strategy
development
Students can use the homework organizer to plan
and keep track of homework assignments.
To-Do List/Routine 6.2 Support
planning and
strategy
development
Students can use the To-Do list to keep track of tasks
and multi-step processes.
Goal Setting Scaffold 6.1 Guide The Goal Setting Scaffold helps students break down

24
appropriate goal
setting
their more abstract goals into concrete, measurable
actions.
7.1 Optimize
individual choice
and autonomy
Students choose their own goals, rather than being
assigned goals by their teachers.
8.1 Heighten
salience of goals
and objectives
Students can choose to display their personal goals
on their dashboard for constant reminder.
8.2 Vary demands
and resources to
optimize challenge
Students can adjust their goals and set new goals as
they have mastered previous goals.
Goal Tracker 1.1 Offer ways of
customizing the
display of
information
Students can choose the type of graph generated by
the goal tracker.
3.2 Highlight
patterns, critical
features, big ideas,
and relationships
As students track goal-related behavior, the goal
tracker generates graphs to display patterns in
progress.
6.1 Guide
appropriate goal
setting
Students can visualize how appropriate their goal is
based on how they progress (i.e. too quickly, too
slowly, at a reasonable pace), and adjust their goals
based on their data.
6.4 Enhance
capacity for
monitoring progress
Graphs help students visualize and monitor progress.
8.1 Heighten
salience of goals
and objectives
Progress towards goals can be displayed on
dashboard for heightened salience.
9.3 Develop self-
assessment and
reflection
Students self-monitor and record their own progress
towards goals.
Progress Reward
System
1.1 Offer ways of
customizing the
display of
information
Students can choose themes for their reward charts.
6.4 Enhance
capacity for
The reward chart helps students visually monitor
their progress towards the reward accompanying

25
monitoring progress their goal.
7.1 Optimize
individual choice
and autonomy
Students can choose how their progress is rewarded.
7.2 Optimize
relevance, value,
and authenticity
Linking progress to rewards enhances the value of
goal-related behavior for many students.
8.1 Heighten
salience of goals
and objectives
Rewards heighten the salience of goals by linking
them to motivating stimuli.
8.2 Vary demands
and resources to
optimize challenge
Students can choose to link higher levels of
achievement to more motivating rewards.
9.1 Promote
expectations and
beliefs that optimize
motivation
Students are motivated to work towards goals
because of the expectation of a realistic reward upon
goal completion.
9.2 Facilitate
personal coping
skills and strategies
Reminding self of the positive outcomes of goal-
related behavior is an important coping strategy
during moments of frustration.
8.Check-In System 1.1 Offer ways of
customizing the
display of
information
Students can choose the check-in symbols which are
most relatable to them.
5.1 Use multiple
media for
communication
Students can communicate discretely and
symbolically to educators through the use of the
check-in system. As can be seen on the teacher
dashboard, when students check-in, the teacher will
see where the student is emotionally at that moment.
8.3 Foster
collaboration and
community
Students can be in constant communication with
their teachers about their emotional states without
disrupting the class.
9.2 Facilitate
personal coping
skills and strategies
Merely expressing emotional state and feeling
heard/understood may be an important coping
strategy for many students.
Whisper Function 1.1 Offer ways of
customizing the
display of
Students can choose colors to represent themselves
and their educator.

26
information
3.2 Highlight
patterns, critical
features, big ideas,
and relationships
Chat histories are saved so that students can review
them later with educators and search for patterns in
communication.
3.3 Guide
information
processing,
visualization, and
manipulation
Students can discretely chat with paraprofessional,
assistant teacher, or aide to process class content
more deeply when interrupting the class might not
be appropriate.
5.1 Use multiple
media for
communication
Students can communicate discretely with a
paraprofessional, assistant teacher, or aide via the
chat function, if they are too shy to speak in front of
the whole class.
5.2 Use multiple
tools for
construction and
composition
Students can communicate through text or through a
doodle pad.
6.3 Facilitate
managing
information and
resources
Chat history is saved for later review of student data,
such as through processes, questions, and challenges.
7.1 Optimize
individual choice
and autonomy
Students can choose how to communicate with their
educators and how to display that communication.
7.3 Minimize threats
and distractions
For many students, chatting privately may feel less
threatening than speaking in a large group. For
others, chatting privately about individually relevant
information may minimize being a distraction to the
classmates (i.e. if that student is prone to
commenting too often during class). Additionally,
the whisper function can be disabled by student
and/or teacher if the chat is too distracting.
8.3 Foster
collaboration and
community
Students are encouraged to discuss their learning
experience with their educators.
8.4 Increase
mastery-oriented
feedback
Educators can provide personalized feedback
without interrupting the class or calling attention to a
shy student.

27
3.3 Guide
information
processing,
visualization, and
manipulation
Students can take notes or doodle to help them
visualize class content.
4.1 Vary the
methods for
response and
navigation
Students with motor challenges can use the
microphone instead of typing or using a
mouse/stylus.
5.2 Use multiple
tools for
construction and
composition
Students can choose to type notes, draw/doodle
notes, or use the microphone for speech-to text note
taking, when appropriate.
6.3 Facilitate
managing
information and
resources
Note and doodle history is saved for personal record,
or to analyze with educator.
7.1 Optimize
individual choice
and autonomy
Students can choose how they prefer to take notes.
Self-Regulation
Planner
3.2 Highlight
patterns, critical
features, big ideas,
and relationships
Self-Regulation Planner highlights the relationship
between emotions and behaviors.
6.2 Support
planning and
strategy
development
Students plan ahead for moments of intense emotion
which might require coping strategies.
7.1 Optimize
individual choice
and autonomy
Students can choose which coping strategies to pair
with which emotions.
9.2 Facilitate
personal coping
skills and strategies
Setting a coping plan ahead of time will help
implement the strategies when necessary.
9.3 Develop self-
assessment and
reflection
Students can reflect upon which strategies are most
useful for them, and re-work their plan based on data
from the Emotion Tracker.
Emotion Tracker 1.1 Offer ways of
customizing the
Students can choose the theme and symbols of their
emotion tracker. Students can choose which type of

28
display of
information
graph to display.
3.2 Highlight
patterns, critical
features, big ideas,
and relationships
The emotion tracker generates graphs based on the
emotions the student has logged.
6.3 Facilitate
managing
information and
resources
A history of tracked emotions can be stored for
personal data and consultation with an educator.
8.1 Heighten
salience of goals
and objectives
If emotional regulation is a goal, students can set a
reminder to regularly track emotions.
9.2 Facilitate
personal coping
skills and strategies
Once a student logs an emotion, the emotion tracker
links to the self-regulation plan the student had
already set, and provides students with options in
his/her Self-Regulation Toolbox.
9.3 Develop self-
assessment and
reflection
Students use the emotion tracker to practice
assessing their own emotional state.
Self-Regulation
Toolbox (AKA
React)
1.1 Offer ways of
customizing the
display of
information
Students can choose themes and icons for the Self-
Regulation Toolbox.
6.2 Support
planning and
strategy
development
As students practice using their tools, they can
reevaluate which tools are most useful for them, and
plan on these strategies for the future.
7.1 Optimize
individual choice
and autonomy
Students are in charge of implementing their own
plan, and they can choose from choices they set for
themselves ahead of time.
9.2 Facilitate
personal coping
skills and strategies
Once a student logs an emotion, the emotion tracker
links to the self-regulation plan the student had
already set, and provides students with options in
his/her Self-Regulation Toolbox.
9.3 Develop self-
assessment and
reflection
As students log their emotions in the Emotion
Tracker, the Self-Regulation Toolbox automatically
reminds the students of the emotion they just logged,
reinforcing the self-reflection they just completed.

29
Educator Dashboard 3.2 Highlight
patterns, critical
features, big ideas,
and relationships
Class activity and progress is monitored and tacked
for the educator to get an overview of class
patterns.
3.3 Guide
information
processing,
visualization, and
manipulation
Educators can choose to view data by student, whole
class, or activity.
5.1 Use multiple
media for
communication
Educators can communicate with students via the
Whisper Function, and students can reach the
educator via the Check-In. Educators can email
parents and even export student data and graphs to
parents from their dashboard.
6.2 Support
planning and
strategy
development
Based on class and student activity, Invisible Coach
provides educators with resources and suggestions
for their students.
7.3 Minimize threats
and distractions
Educators can disable the Whisper Function and can
set up a firewall from distracting websites.
8.3 Foster
collaboration and
community
Using Invisible Coach, Educators allow for constant
communication between themselves, their students,
and the students families.
App Version 4.1 Vary the
methods for
response and
navigation
The App Version provides a touchscreen platform
which may be easier to physically navigate for
students uncomfortable with a mouse and keyboard.