In 2010, Flippin, Reszka and Watson determined the effectiveness of the picture exchange communication system on the communication and speech for children with autism and spectrum disorders. The Picture Exchange Communication System or PECS refers to the pictorial communication-training program that is designed for young children with autism or social-communicative deficits. It is a manualized program for teaching children to use an exchange-based communication system. For example, PECS helps a child with autism to enhance communication by using a picture of his or her desired item. The picture of his or her desired item will then be given to the communicative partner in exchange for that physical item. In this approach, the children are taught …show more content…
The speech output technologies include the speech-generating devices (SGD), talking word processors and mobile technologies with AAC-specific applications. In this study, the authors compiled research evidence regarding the effectiveness of AAC intervention, specifically the speech output technologies, for individuals with autism. The authors studied 26 literature studies to determine the effect of SGDs as part of the treatment package for children with autism. The results of these literature studies showed that eight of these studies have conclusive results, six produced preponderant results, seven were classified as suggestive and the remaining was appraised as inconclusive. It means that not all of the studies arrived at the same conclusion, which means that SGDs still have limitations in obtaining its purpose. However, it was observed that the application of SGDs for the promotion of natural speech production seems is increasing and growing, based on the 2008 systematic review on the effects of AAC intervention conducted by Schlosser and Wendt. The conclusion stated by the author in this study is that the application of SGDs as an intervention for children with autism was considered successful in helping these children to improve the critical function of communication to them. It was also shown that there are some studies showing that the use of SGDs is a challenging approach. On the other hand, the authors recommend intensifying the study of SGD to target other communicative functions and
Incidental teaching focuses on child-initiated interactions. (Hall, 2013) Incidental teaching is used to increase skills of individuals with autism spectrum disorders. (Hall, 2013) A study done by Hart and Risley (1975) looked at the incidental teaching process used at the preschool age to aide in teaching language. Incidental teaching has been the most frequent strategy that has been used to teach language. When using incidental teaching a child’s request may be verbal or nonverbal. Examples include reaching for an object that is out of one’s reach, requesting food or a toy or calling an adult’s name. There is a series of decisions that an adult can use to respond to the child’s request. These choices include: if the occasion should be used for incidental teaching: if so then a choice regarding the language behavior that is obtained from the child, and then a choice has to be made concerning the cue that will be used to initiate instruction, the cur could be focus of attention by itself, or in addition to the focused attention a verbal cue as well. If the individual does not respond to the cue, then a choice concerning the degree of prompt to be used, the “fullest degree: a request for imitation; medium degree: a request for partial imitation, or minimal degree: a request for the terminal language behavior.” (Hart & Risley, 1975) This study was performed on boys and girls between the ages of four years old to five years old. The baseline procedures ensured that the children had a variety of vocabulary for use in sentences. The sentences that they were taught was “I want x so I can y.” The second step of the procedure was the use of incidental teaching of compound sentences directed to teachers. After thirty-six days of school, the incidental teaching began to occur when the children needed assistance in trying to get different preschool materials.
Have you ever heard of the term ASD? What are your thoughts when you see a child in public who is misbehaving? Well the two of these questions might be linked together. ASD is better known as autism spectrum disorder which is a disorder of the development in the brain according to Autism Speaks Inc. (2015). Due to this developmental issue children can be thought of as being bad or unruly, but in reality they cannot help it. The reason it may seem that way is because the brain isn’t processing like it should be. The brain may be sending multiple messages to the body at one time or to the wrong places in the body which can cause children to seem bad. According to Autism Speaks Inc. (2015) there are multiple variances of autism. Although we know
Almost forty years ago, Speech-Pathologist Ayala Hanen Mansolen created a language intervention program called It Takes Two to Talk – The Hanen Program. The program, which taught parents how to implement language intervention strategies in the home environment, was developed for children who had significant language delays. The program was based on the social interactionist perspective theory that input of language by the caregiver will evoke motivation and continued use of language by the child. The success of the program led to the establishment of the Canadian organization, The Hanen Centre (Hanen). Since its inception, Hanen has developed a variety of programs training parents/caregivers and speech-language pathologists (SLPs) to foster language skills in children with risk of language delays, language disorders, and developmental disorders, such as autism spectrum disorders (ASD), in the child’s most natural environment. The rationale behind Hanen’s approach is based on research conducted supporting the effectiveness of parent involvement in language intervention in a natural setting.
Tarbox, Madrid, Aguilar, Jacobo, and Schiff (2009) researched this behavioral technique in a study involving three children with Autism who had echoic language deficits. Each of these students (ages 3, 5, and 7) could only produce single-syllable approximations of words prior to this study (Tarbox et al., p. 902). Three child-relevant, di- and tri-syllabic words were selected as targets of mastery for each student. A chaining procedure was then utilized by in-home ABA therapists to allow gradual, yet effective mastery of the words. Each word was broken down into sounds, and each sound was a step in the chaining process. The therapist would then verbally model a component of the word. Once that step was mastered, immediate reinforcement was provided and the next step would begin. The final step linked all of the components together in order to form the entire echoic. Out of the nine words total between the three participants, eight were mastered within only nine sessions. One word took a participant 35 sessions to master; however, all of the words reached mastery level and eight were maintained long-term (p. 903). These findings suggest that chaining procedures can be effective methods of increasing word-lengths in children with Autism who struggle with echoic language. Since language-production is a common deficit for those with ASD, this method of chaining is often utilized in ABA for language acquisition and is many times deemed effective (Tarbox et al., p. 904).
Van Hees, V., Moyson, T., & Roeyers, H. (n.d). Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs. Journal Of Autism And Developmental Disorders, 45(6), 1673-1688.
Take a second and imagine a life without social skills. You wouldn’t have the ability to tell when someone is being sarcastic or funny. Mean or nice. Simple things like this is out of your grasp for reasons you will never understand or be able to change.
Children with autism have multiple characteristic impairments in their social interaction skills. This results from the lack of “Theory of Mind” in autistic individuals. Autistic children have difficulty interpreting what another person may be thinking or feeling. Social impairments may cause the child to act inappropriately in social interactions and prevent the children from truly taking part in interactions. The children have difficulty recognizing social cues and responding to cues. Autistic children have a hard time forming relationships as a result of these impairments. Social stories, Applied Behavior Analysis, and Pivotal Response Training are three therapy techniques that help children with autism learn appropriate social behavior. Social stories allow the children to practice the situation in a lower stress environment. Applied Behavior Analysis utilizes positive reinforce to teach desired skills. Pivotal Response Training allows the child to learn social skills while in a natural play environment. Learning social skills through these techniques enable the children to have more meaningful relationships and engage more in their community.
Luiselli, James K. "Verbal Language and Communication." Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder: A Practitioner's Guide. New York: Oxford UP, 2011. Print.
The use of the picture exchange communication system, as shown by the studies above, can be an extremely effective tool for teaching children with autism social and communicative behaviors. However, PECS is only effective when it is implemented correctly; teachers should be aware of the amount of time that teaching this system will require. The picture exchange communication system is one of many visual support systems that can be implemented to support student learning, both in the special education and general education classroom. Individual student characteristics, as always, should be taken into consideration when choosing a visual support system.
Systems of AAC include both high-tech and low-tech methods. High-tech methods consist of electronic devices such as the Apple iPad or iPod. Low-tech methods consist of non-electronic systems such as a Picture Exchange Communication System (PECS) or manual signing. Different types of AAC systems give educators the option to choose the best method of AAC for each individual child. When choosing the best method of AAC, educators must consider the severity of autism, the individual characteristics, and capabilities of each child. The type of AAC method or device educators select for the child may depend on the school system and the cost of the device. Multiple research studies have investigated allowing children with autism to choose an AAC system or device (Son, Sigafoos, O’Reilly, & Lancioni, 2006; Van der Meer et al., 2012; Van der Meer et al., 2013). Son et al., (2006) Van der Meer et al., (2012) and Van der Meer et al., (2013) examined if allowing the child with autism to choose an AAC system had a positive outcome on communication. Selecting an AAC system for a child with autism takes time and consideration of each individual child’s abilities.
Wainer, Allison L. "The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders". Research in autism spectrum disorders , 5 (1), p. 96.
Problems with speech and language are one of the defining characteristics of the Autism Disorders. The difficulties that autistics have with speech and language are heterogenous and probably have a number of different causes even in the same individuals. The expressions of normal human speech requires the intent to communicate something. It requires the other individual understands a situation and how they are going to react to what is being communicated.
One of the most exciting milestones for a parent to witness is the first words a child speaks. However children that are diagnosed with Autism Spectrum Disorder (ASD) have difficulty speaking. Often times, speech is delayed which makes communication with the child difficult. The first thing that a child learns to do is cry. This is how they alert their parents or caregivers of what they need (Baby Center, 2014). At about six months of age, children will begin to use their tongues, palates, and newly emerging teeth to create sounds. This is there way of teaching themselves to talk. Unlike children who are developing normally, ASD children begin to repeat certain sounds over and over. Once the child is old enough to be able to speak and hold conversations, ASD is easily noticeable. The communication of a child with ASD is habitually rigid and repetitive (CDC, 2013). This can include things that they hear on a normal basis, like commercials or songs.
One of the most difficult things teachers will face when dealing with Autistic children is their lack of communication skills and inappropriate or nonexistent social skills. In addition to academic instruction children with Autism require instruction in communication techniques and social skills. Kamps et.al. says “A key to accommodating students with autism in public school settings is the provision of social and behavioral programming to develop meaningful participation with nondisabled persons” (p.174).
What I have researched was on how can physical therapy can help the development of motor skills on autistic kids'' come sooner than they are suppose to? The research that was completed surrounding the research questions was that I looked up how children with autism function on different exercises and activities and how they would react to it. Throughout my research I found that it’s hard for children to focus or do anything that they don’t like or choice to do, so I think it’s better to construct the exercises or activities in things that interest them. So I researched some activities that children like and I will modify those activities so that they can get their treatment in.