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Review of related literature about communication of autism
Review of related literature about communication of autism
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PECS was originally designed to support the communication of non-verbal autism wherein they will be taught to communicate using pictures. Adults would teach the child to exchange a picture of an item he/she wants to introduce the PECS to him. While the child learns more about the PECS the adult will increase the difficulty, such as using pictures to make whole sentence or express his/her need (Research Autism, 2016). In order to utilize the PECS, the trainer should have colorful graphic images, pictures cut out from magazine, actual photos or drawings that is simple but accurate picture. PECS is not easy to use because PECS has steps to be followed in order to ensure positive outcome for the child. According in Special Learning, Inc (2011) there are 6 phases in utilizing PECS:
Phases of PECS
Phase 1: The Physical Exchange
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The child learns to make up sentence starting with “I see”, “I hear”, “I feel” and “It is a”, and many more. Additionally, if the child completed all the phases of PECS the communication of the child enhances and he/she will learn how to build more complex sentences. PECS is also highly beneficial to the child because it would lead him to become independent in communicating. (Special Learning, Inc. 2011). On the other hand, task analysis also helps in teaching non-verbal autism by using pictures in doing a specific task. Task analysis is a process where a task was broken down into its components. Tasks with many components may be divided into phases because the child might not be able to process all the task given to him (Autism Services, 2012). According to Szidon & Franzone (2009) It can be used to teach children with autism because it’s too challenging if the task is given to them all at once. There are steps in implementing the task analysis in order to teach the child.
Step 1. Identifying the task
Autism is a developmental disorder that appears within the first three years of a child’s life. It affects the brain's normal development of social and communication skills. Autism affects 1 out of 68 children. It is also the fastest growing disability in the United States. There are multiple types of Autism, some children are considered high functioning, and some are low functioning. “High functioning” is when a child with autism can function in life, and completes jobs, and chores with little to no help. “Low functioning” is when a child with autism cannot complete simple daily tasks without help, and (or) constant supervision.
When most people think of the process of language development in “normal” children, the concepts that come to mind are of babies imitating, picking up sounds and words from the speakers around them. Trying to imagine that a child who cannot hear one single sound a person makes can learn to speak a language is absolutely fascinating. These children range from amazin...
Discrete trial teaching is a teaching method classified by the fast pace delivery and shortened period of instructions (5-20 seconds) and incorporation of prompts, which is also referred to as errorless learning. DTT is under the umbrella of ABA and it is a method used to teach new skills and behaviors to children on the autism spectrum. As well DTT uses a unique style of teaching, errorless learning. Which unlike the normal teaching of trial and error. This style of teaching has been shown to be very effective with children with autism. Furthermore, Applied Behavior analysis seeks to address the antecedent and consequences of behavior ( Hunter class). There is over 60 years of research to support the effectiveness of ABA to address the behavior or children with development disabilities. Furthermore we discussed in lecture that punishment and reinforcement are the driving principle behind changing behavior. DTT uses carefully timed reinforcement to support newly learned behaviors and skills. This research indicates that the use of ABA leads to very effective results in children. (Hunter, 2015)
Autism Spectrum Disorder (ASD) is a complex developmental disorder that affects a person’s social interaction and communication. This disorder is mainly characterized by having difficulty with social interaction, communication, and having restricted behaviors. Difficulty with social interaction means someone will struggle to communicate their feelings/emotions, understand how others feel or think, develop peer relationships, and understand nonverbal behaviors (eye gaze, facial expressions, etc). Difficulty with communication will vary among the individual. Some individuals will develop expressive language, while others will not. The speech of those that do develop expressive language will often be repetitive, rote, and lack meaning. They may struggle with turn taking in conversation and topic maintenance. Those individuals who do not develop expressive language typically do not use other modalities to communicate, like pointing or gestures. The last characteristic of the autistic spectrum disorder is having repetitive behaviors or activities. Typically children on the spectrum will play with their toys in an unusual manner, or may prefer only one toy, movie, or activity. Changes in daily schedule are hard for children on the spectrum to adapt to; usually these children like the same daily schedule. Bass, Duchowny, and Llabre (2009) state, “It is possible that animal-assisted activities provide a multisensory environment that will prove beneficial to children with profound social and communication deficits.”
“Your child has autism spectrum disorder” are words no parent wants to hear. They are words that will instill fear, worry, and sadness. When parents hear this for the first time, they will have many questions. “Is there anything I can do to help my child? If so, what can be done?” Early intervention services; such as applied behavior analysis therapy, occupational therapy, sensory integration therapy, and speech therapy before the age of three; can help improve the development of children with autism spectrum disorder. As an educator, early intervention is a subject teachers should be well educated in. It would be beneficial to the educator and the student, for a teacher to know and understand early intervention strategies.
Grandpeesheh, D, Tarbox, J, & Dixon, D. (2009). Applied behavior analytic interventions for children with autism: a description and review of treatment research. Annals of Clinical Psychiatry, 21(3), 63-173.
“The Contribution of Applied Behavior Analysis to the Education of People with Autism” Behav Modif., by Rosenwasser, B., and Axelrod S., published in 2001, summarized Oct 19, 2006
Picon, D. (2010). The Coaching Process. Retrieved September 04, 2011, from Your Autism Coach: http://www.yourautismcoach.com/10.html
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.
There has been an increase in the number of children diagnosed with autism or other autism spectrum disorders. It is likely as an educator that you will have at least one child with this diagnosis in your classroom. This paper explores some of the methods used to teach autistic children.
Language Development in Children Language is a multifaceted instrument used to communicate an unbelievable number of different things. Primary categories are information, direction, emotion, and ceremony. While information and direction define cognitive meaning, emotional language expresses emotional meaning. Ceremonial language is mostly engaged with emotions, but at some level information and direction collection may be used to define a deeper meaning and purpose. There is perhaps nothing more amazing than the surfacing of language in children.
There are three main theories of child language acquisition; Cognitive Theory, Imitation and Positive Reinforcement, and Innateness of Certain Linguistic Features (Linguistics 201). All three theories offer a substantial amount of proof and experiments, but none of them have been proven entirely correct. The search for how children acquire their native language in such a short period of time has been studied for many centuries. In a changing world, it is difficult to pinpoint any definite specifics of language because of the diversity and modification throughout thousands of millions of years.
Jordan, R., & Powell, S. (1995). Understanding and Teaching Children with Autism. New York: Wiley.
Still today, it is the commonly held belief that children acquire their mother tongue through imitation of the parents, caregivers or the people in their environment. Linguists too had the same conviction until 1957, when a then relatively unknown man, A. Noam Chomsky, propounded his theory that the capacity to acquire language is in fact innate. This revolutionized the study of language acquisition, and after a brief period of controversy upon the publication of his book, Aspects of the Theory of Syntax, in 1964, his theories are now generally accepted as largely true. As a consequence, he was responsible for the emergence of a new field during the 1960s, Developmental Psycholinguistics, which deals with children’s first language acquisition. He was not the first to question our hitherto mute acceptance of a debatable concept – long before, Plato wondered how children could possibly acquire so complex a skill as language with so little experience of life. Experiments have clearly identified an ability to discern syntactical nuances in very young infants, although they are still at the pre-linguistic stage. Children of three, however, are able to manipulate very complicated syntactical sentences, although they are unable to tie their own shoelaces, for example. Indeed, language is not a skill such as many others, like learning to drive or perform mathematical operations – it cannot be taught as such in these early stages. Rather, it is the acquisition of language which fascinates linguists today, and how it is possible. Noam Chomsky turned the world’s eyes to this enigmatic question at a time when it was assumed to have a deceptively simple explanation.