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AAC & Facilitated Communication in Individuals with Autism AAC & Facilitated Communication in Individuals with Autism

AAC & Facilitated Communication in Individuals with Autism - PowerPoint Presentation

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AAC & Facilitated Communication in Individuals with Autism - PPT Presentation

Sarah Choss amp Sara Cook CSD 823X Autism Spectrum Disorders ASD Autism and Autism spectrum disorder are terms to describe a group of disorders that affect brain development Range from incredible severe to a very high functioning form where it is very difficult to tell if someone has ASD ID: 752225

autism communication aac amp communication autism amp aac alternative asd support augmentative disorders people expressive person www http time

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Slide1

AAC & Facilitated Communication in Individuals with Autism

Sarah Choss & Sara Cook

CSD 823XSlide2

Autism Spectrum Disorders (ASD)

Autism and Autism spectrum disorder are terms to describe a group of disorders that affect brain development.

Range from incredible severe to a very high functioning form where it is very difficult to tell if someone has ASD. Typically, it is those with more severe forms of ASD who use alternative communication.

At this time, there are no known cases of autism

1 in 88 children are diagnosed with autismSlide3

Characteristics of ASD

Impairments in social interaction

Impairments in Communication

Restricted and repetitive patterns of behaviors, communication, activities, and interests

Attention and motor difficulties

Physical and health problemsEach type of ASD contains some combination of these characteristics.Slide4

Types of ASD

ASD includes the following disorders:

Autistic disorder

Asperger syndrome

Pervasive developmental disorder-not otherwise specified (PDD-NOS)

Childhood disintegrative disorderRett syndromeSlide5

Augmentative & Alternative Communication (AAC)Slide6

Definition

Augmentative and Alternative communication is defined as the use of other communication modalities to support or replace verbal communication.Slide7

Examples of AAC Devices

Low Tech: (Non-SGDs)

Picture Exchange Communication System (PECS)

Word/Letter Boards

High Tech: (SGD or VOCA)

The TangoThe XpressiPad or iPod with Proloquo2goSlide8

Benefits

Provides independence for the individual

Does not require a facilitator or assistant at all times.

Functionality

For individuals who are nonverbal, AAC devices can provide a way to communicate his or her wants and needs. In some cases, these alternative devices will help foster oral speech and language development.

Social SkillsAllows the individual to engage in meaningful communicative exchanges with others in his or her environment.Slide9

Facilitated Communication (FC)Slide10

What is Facilitated Communication?

Facilitated Communication involves another person, called a facilitator. The facilitator holds a person with autism's hand while he looks for letters and moves his hand around a keyboard or letter board. The facilitator does not type or guide the person's hand, but provides physical support for the person's forearm, wrist, or fingers and providing positive feedback for correct responses. Eventually, the person will learn to move his hand on his own and will no longer need feedback of support. Slide11
Slide12

FC Controversy

Many believe the facilitator is controlling the person with autism's hand and speaking for him.

Studies have proven this to be the case

Wendrow case

Oftentimes, FC is done in lab and persons with autism do not adjust well to this setting.Slide13

Benefits of FC for Individuals with Autism

Many people have learned to speak independently

With autism specifically, it helps individuals to gain motor control

Provides supports to produce meaningful and complex messages

The facilitator provides physical and emotional support Slide14

AAC and FC in TherapySlide15

Assessment for Alternative Communication

1) Identify communication needs through interviews, surveys, and observation

2) Assess skills (ex: receptive or expressive language, verbal speech, cognitive skills, literacy, sensory skills, motivation, family support etc.)

3) Identify if have other people to facilitate communication and environmental barriers

4) Determine appropriate type of alternative communication & how to teach the necessary skills

5) Teach the user and facilitators how to use the systemSlide16

Considerations Specifically for Autism

Individuals with Autism tend to have problems with fine motor control and may have problems with AAC device

Respond better to pictures than words.

AAC helps teach social interaction & planning

Computer-based devices do not send confusing social messages and provide a consistent way to communicateSlide17

AAC Uses for ASD in Therapy

Examples:

Picture Exchange Communication System a.k.a. PECS

Using visual representation to teach children to communicate their wants and needs.

2. DynaVox

Reading development for children with ASDSlide18

Video: AAC in Therapy

Slide19

When living with a neurological condition (or with a loved one who has one), it can be very easy to focus on the challenges and limitations. But in my life, I have found that focusing on abilities, finding new ways to adapt, have been crucial to my successes in life. Seeking those solutions can even be seen as a form of creativity.

-

Individual with AutismSlide20

References

Beukelman, David & Mirenda, Pat (2005).

Augmentative & Alternative Communication.

Pittsburgh: Paul H. Brooks Publishing

Wallis, C. (2006, May 10)."Helping" Autistic People to Speak."

Time.Retrieved from http://www.time.comWisely, J. & Brasier, L.L (2011, June 15). Sex abuse claims in Wendrow case fall apart in court. Detroit Free Press, Retrieved from http://www.freep.comCenter for Disease Control and Prevention (n.d.). Facts About ASD. Center for Disease Control and Prevention. Retrieved from http://www.cdc.govLight, J., Roberts, B., Dimarco, R., & Greiner, N. (1998). Augmentative and alternative communication to support receptive and expressive communication for people with autism. Journal of Communication Disorders,

31

(2), 153-180. Slide21

Examples & Case Studies

for AAC & FCSlide22

AAC: Josh

6 years old at the time of assessment for AAC, diagnosed with Autism at 3;6

Main form of communication before using an AAC device was natural speech and pointing.

Josh's natural speech usually consisted of one to two word utterances to express wants or needs that were difficult to understand

He uses the Powerbook made by Apple Inc.

When assessed, Josh needed a device that would allow him to expand his expressive vocabulary, create more complex sentences, and initiate communication at home and at school to name a few.Slide23

FC: Jamie

19 year-old, Jamie, has autism.

He types on a keyboard while his mom holds the keyboard, providing physical and emotional support

He has since learned to speak, but needs to type out his thoughts first

FC has worked for Jamie as he can now communicate with others without anxietySlide24

Video: FC & AAC in Real LifeSlide25

When living with a neurological condition (or with a loved one who has one), it can be very easy to focus on the challenges and limitations. But in my life, I have found that focusing on abilities, finding new ways to adapt, have been crucial to my successes in life. Seeking those solutions can even be seen as a form of creativity.

-

Individual with AutismSlide26

References

Beukelman, David & Mirenda, Pat (2005).

Augmentative & Alternative Communication.

Pittsburgh: Paul H. Brooks Publishing

Wallis, C. (2006, May 10)."Helping" Autistic People to Speak."

Time.Retrieved from http://www.time.comWisely, J. & Brasier, L.L (2011, June 15). Sex abuse claims in Wendrow case fall apart in court. Detroit Free Press, Retrieved from http://www.freep.comCenter for Disease Control and Prevention (n.d.). Facts About ASD. Center for Disease Control and Prevention. Retrieved from http://www.cdc.govLight, J., Roberts, B., Dimarco, R., & Greiner, N. (1998). Augmentative and alternative communication to support receptive and expressive communication for people with autism. Journal of Communication Disorders,

31

(2), 153-180. Slide27

References Cont.

Carr, Deborah, and Janet Felce. "The Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers."

Journal of Autism and Developmental Disorders

37.4 (2007): 724-37.

ProQuest Psychology Journals; ProQuest Research Library.

Web.Light, Janice C., et al. "Augmentative and Alternative Communication to Support Receptive and Expressive Communication for People with Autism." Journal of communication disorders 31.2 (1998): 153-80. ERIC.Light, Janice C., et al. "Augmentative and Alternative Communication to Support Receptive and Expressive Communication for People with Autism." Journal of communication disorders 31.2 (1998): 153-80. ERICZangari, C.; Lloyd, L.; Vicker, B. (1994). "Augmentative and alternative communication: An historic perspective". Augmentative and Alternative Communication 10

(1): 27–59.