Communication Strategies and Technology Solutions for

Document Sample
Communication Strategies and Technology Solutions for Powered By Docstoc
					  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
 DSM-IV
 IDEA section 300
     Communication Strategies
   Build Rapport
   Motivators/
    Reinforcement
   Schedules/ Routines
   Provide means of
    Communication
   Focus on Functional
    Communication
     Communication Strategies
          Continued
   Commenting versus
    Questioning
   Decrease Directiveness/
    Increase choice making
   Reduce Complexity/wait
   Teach Social Skills and
    Feelings in a concrete
    manner.
    What are the Advantages of
          Technology?
 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
  concepts
 Teaches through multiple sensory channels to enhance
  learning
 Helps children transition from nonverbal to verbal
  systems
       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
    time.
   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
  how.
 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
                   how
                  Changes-Transitions
                  Understanding
                   emotions
    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
    involvement
   View video
Putting It All Together At
       S.T.A.R.S.
                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!!

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:1
posted:11/8/2012
language:Unknown
pages:20