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Grades to All Mainstream Special Education

Testimonials for Stop Motion Pro Action! - New Version 8

“Animation can be used very well in building teams and strengthening bonds in a group, you can use it to make non-expressive students perform without having to show themselves." - Morten Kulseng, Sentrum School.

"At Takotna Community School we use Stop Motion Pro to improve the students' knowledge and use of technology... this work also uses math in creating scale, timing, synchronizing movement and sound and working in all areas of production." - Bob Absher

"Our students and summer campers have mastered this user-friendly software program, creating some truly awesome animations, many of which have been broadcast on national TV!" - Ronnie Scullion, Artech Studios

"After many trial runs of freeware and other products, we chose Stop Motion Pro due to its simple and user-friendly qualities..." - Neal Hanowitz, Rundlett Middle School

Review on using Stop Motion Pro with children on Autism Spectrum

"Once we became comfortable with the program, the range of uses became endless. In the week we spent exploring the software with the students; we were not only able to use the program increase student engagement and academic skills, but additionally creativity, emotion recognition and awareness, independence/ recreational skills (which are actually quite difficult for our students), and overall computer competence. Two uses for the program which I would additionally like to point out explicitly include the potential for using the program as a Video Modeling (VM) technique as well as interest into the world of symbolism/symbolic play.

Video Modeling is an extremely effective technique we use for teaching appropriate social skills for children with autism (essentially it is a ‘Social Story’ on film). Here, we video tape the child, adult, or even action figure demonstrating appropriate social skills, and then later use the video to specifically review, point out, discuss, and teach the targeted skill. Additionally, the ‘symbolic world’ of action figures, pretend food, etc. is one that can be extremely difficult for our students to comprehend. They often don’t know why they should be playing ‘pretend’ when they can play in real life. However, this program opens up the possibility for teachers to introduce and incorporate symbolic play and related themes in meaningful ways which can be individualized and therefore actually of interest to our students (specific examples of this are illustrated in a later question below).

Another film one of our students created, on the topic of ‘Shoe Tying’ incorporated important academic areas including: writing, sequencing, reading, and self-help simultaneously. Here, we had one student create a film about how to tie his shoes as a means to help a peer who was having difficulty in this area. For this task, the student who was the ‘Director/Producer’ had to write out the specific steps involved in shoe tying, rehearse his ‘script’ and then create the video portraying this task. The final product was then shown to the peer as a ‘video tutorial’ which has been highly effective and motivating for both boys.

Lastly, one of our students who generally dislikes the computer due to fine motor difficulties could not WAIT for computer time using this program. The fact that he could see himself on film was not only motivating for him to use the computer, but it additionally helped him to more comprehensively become aware of his body and various movements from an entirely new perspective. For this specific student, even mirrors are a bit overwhelming, but for whatever reason when he was able to view himself on the screen, he was intrigued and interested!

The possibilities of this program for students with autism are endless, and we would like to thank you very much, on behalf of CasaBlanca Academy for creating a program which not only empowers our students to be creative thinkers, but additionally helps our teachers to create meaningful lessons based on our students’ individual interests and needs!!"
-Jennie Trocchio, Director of Education, Casablanca Academy