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
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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. Slide11Slide12
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.