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Communication Strategies and Technology Solutions for


									  Communication Strategies
 and Technology Solutions for
      Students with ASD
           Lyn Phoenix
Assistive Technology Coordinator
       S.T.A.R.S. Program
     Amy Percassi, Director
       Definition of Autism
 IDEA section 300
     Communication Strategies
   Build Rapport
   Motivators/
   Schedules/ Routines
   Provide means of
   Focus on Functional
     Communication Strategies
   Commenting versus
   Decrease Directiveness/
    Increase choice making
   Reduce Complexity/wait
   Teach Social Skills and
    Feelings in a concrete
    What are the Advantages of
 Technology provides common receptive/expressive
  language. Gives the child power over the environment.
 Repetitive and consistent
 Non-threatening
 Improves comprehension
 Helps with organization, sequential memory and time
 Teaches through multiple sensory channels to enhance
 Helps children transition from nonverbal to verbal
       Low Tech to High Tech Solutions
                          Integrated Technologies
                    Designated speech Devices
                      with Synthesized Speech
               Designated Speech Devices with
                 Digitized Speech
          Digitized Speech Output Devices
             (smaller scale)

     Classroom Aides

Picture symbols
         Vocabulary Selection
   Things the child likes
   Easily accessible
   Independent access
   Commenting
   Questioning
   Carrier phrase/content
   Shared use
           Vocabulary Selection
   Determine the level of
    communicative function
    (cause/effect or better)
   Get input from parents for
    likes and dislikes, toys, games,
    places to visit, people they
    know, what they do in free
   Begin with powerful use of
    speech output (things desired)
   Expand to more words as soon
    as they experience success.
    What is Speech Output?
 Digitized or synthesized voice output device
  that can speak for the child
 Vocabulary organized by picture symbols
  and/or words
 Static overlay
 Dynamic Screen
 Branching system or MinSpeak
What are the communication
needs of students with ASD?
   According to the DSM-IV definition:
    – Qualitative impairment in social interaction
    – Qualitative impairment in communication
      (delay or total lack of spoken language)
    – Restricted repetitive and stereotyped patterns
      of behavior, interests and activities
    – Delays or abnormal functioning in social
      interaction, language in social communication
      and symbolic or imaginative play
     Picture Exchange Versus
          Speech Output
   Picture Exchange
    Communication Systems
    provide a low tech means for
    students to make wants and
    needs known.
   Speech Output devices can be
    set up in a similar fashion to
    PECS but the speech model is
    there when the child pushes
    the button.
   Speech Output devices are
    more portable when
    vocabulary becomes larger
    But My Child Can Speak?
 Research supports the use of speech output with
  children who have echolalia or limited verbal
  ability to improve their own speech. Speech
  output has NEVER kept a child from speaking!
 Children with Autism who are capable of speech
  still require help to know what to say, when and
 Speech output is an independent means of
  teaching appropriate language structure and
  responses to students with ASD.
    Social and Play Characteristics of
            children with ASD

   Social Initiation

   Social Responsiveness

   Play Characteristics
Social Concepts- What to Teach

                  Social Amenities
                  Waiting
                  How to get attention
                  Turn-Taking
                  Interrupting-when and
                  Changes-Transitions
                  Understanding
    What to Teach (continued)
 Initiating Social Contact
 Asking for Help
 Where and When to
  Touch (Self and Others)
 Appropriate Language
 Social Space
 Topics of Conversations
 Mistakes are OK
 Negotiating
Developing Social Supports

                Proactive Strategies

                Reactive Strategies

                Collecting Data
 Where do we go from here?
 SocialSkills Training Techniques
 Samples of Objectives
 Things to remember
 Resources
 Question/Answer
About the S.T.A.R.S. Program
     in Geauga County
   How and Why the
    program developed.
   Who is involved.
   Our philosophy.
   Key components:
    academic, social,
    community, parent
   View video
Putting It All Together At
                The students use speech output
                 devices immediately.
                The students use speech output
                 devices throughout the day.
                Speech output is incorporated into
                 Discrete Trial Training tasks,
                 group activities, therapy activities,
                 play and snack/lunch times.
                Parents are encouraged to use
                 speech output at home.
                Speech output is used by staff as
                 well in an aided language
                 stimulation format.
                View video
                Questions?
 A Quick Word About Geauga
     ATEC and OATDLP
 Geauga ATEC (Assistive Technology
  Evaluation Clinic)
 OATDLP (Ohio Assistive Technology
  Distance Learning Project
 Thank you!!

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