Antoś has made progress, and now functions better in a group
2 June 2017
Ewa Kochańska
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Children’s success stories: The ABA DrOmnibus app has helped Anthony to start communicating and imporve his behavior among peers.


When Anthony began his work with the ABA DrOmnibus app, he almost never talked, only answering ‘yes’ or ‘no’ to questions from his teacher. If he was feeling particularly lively, he would sometimes say a few sentences. However, he never talked with his peers, even though he showed willingness to play with them. The boy also had trouble respecting the rules of a group. After several weeks of working with the app, he began communicating as well as respecting the rules. Today, we’ll show you what the app’s built-in automatic reports and overviews tell us about Anthony’s progress.

Before they started using ABA DrOmnibus, teacher and Anthony signed a special contract. The boy would be allowed to play the games no longer than 10–15 minutes during sessions at school, and only as long he behaved appropriately among his peers. All this was meant to help Anthony control his behaviour and provide positive reinforcement.

Did the limits on playing time work out well? Yes, they did. An average session with the app lasted about 10 minutes.

You can see this in the sample report from a session at home, held on 18 March. Detailed reports such as this one can be downloaded after each session with a child. This lets you know how often and how long the child played each game.

Anthony has started communicating in a group and improved his behaviour. Let’s take a look at sample overviews.

The teacher reported that the boy liked to play two games, Colours and Shapes. He started working with Colours on 1 March. The chart below shows the effects of his efforts. By 18 March, Anthony had learned to distinguish all colours in the Learning mode, and started the game anew on 18 March. This was a good moment to stop playing in the Learning mode and start focusing exclusively on Improvement.

The chart below shows Anthony progress in the Colours game, Improvement mode. The higher difficulty level seems to have been more interesting to him. He played it more regularly – and successfully right from the start, which allowed him to advance in the game. There were minor setbacks in learning between sessions that were held on the same day. The teacher concluded that Anthony had difficulties recognising the colour purple and distinguishing similar colours, such as red and pink.

The Shapes game proved to be more problematic. He played the game much less often and not as regularly. Between 12 and 20 March, Anthony couldn’t advance beyond Improvement level 3. Why did that happen?

We can find the answer in the chart below. Anthony played Shapes in the Improvement mode almost right from the start, and achieved regular successes. When he went back to the Learning mode on 12 March, he likely got slightly bored with it, since he was used to getting more difficult tasks. The chart shows that the boy still needs to work on learning shapes. Between 12 March and 9 April, he advanced once within 9 playing sessions in the Improvement mode. In other words, the increased level of difficulty is evident.

Anthony learns mathematical skills decidedly easier than language skills. He loves all manner of operations and calculations and is interested in numbers, as shown by the Digits game, in which he has already reached the Improvement mode and keeps advancing regularly.

Anthony learns to recognise emotions

After two weeks of working with the app, it was time to take on the Emotions game. That was also when Anthony began to open himself up to his peers. The overview of the Emotions game shows an upward trend. Playing the game sensitises the boy to other people’s emotional states, which helps him find his place in a group of peers. The chart shows stagnation over the series of sessions on level 3. The teacher explains that Anthony had initial difficulties with recognising fear and disgust. Later on, however, he improved and had no trouble during the sessions at school. Some of his mistakes were also due to tiredness and spontaneous jokes.

You can see that Anthony had made excellent progress in emotions:

After several weeks of working with ABA DrOmnius, Ewa, Anthony’s mother, noticed that her son was more eager to go to school, became more open and improved his behaviour considerably.

Over the course of learning, the greatest changes occurred in Anthony socialisation. Other children started taking interest in the previously reserved boy, which gave him opportunities to establish closer relationships. A tablet is an object that fascinates children. Furthermore, using a modern device is a reward in itself. Even other children consider this to be something special.


Do you work with children with special needs? Try out our app!