Communication problems and intervention for children with autism
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This document provides information on communication problems and interventions for children with autism. It begins with definitions of autism and discusses how autism impairs communication, socialization, and sensory processing. It then outlines DSM-IV criteria for communication and social impairments in autism. Common communication issues seen in autism are described, including deficits in language comprehension and expression. Several treatment approaches are summarized, including Applied Behavior Analysis (ABA), Treatment and Education of Autistic and Related Communication Handicapped Children (TEACHH), Picture Exchange Communication System (PECS), Assessment of Basic Language and Learning Skills (ABLLS), and biomedical interventions. Guidelines are provided for evaluating language in children with autism. The document concludes
Communication problems and intervention for children with autism
- 1. COMMUNICATION PROBLEMS AND INTERVENTION FOR CHILDREN WITH AUTISM Presented by MS. Fouzia Saleemi Speech Language Pathologist M.Phil. Speech Language Pathology,M.A.Sed (Special Education), PGD(SLT),CD Applied Behavior (USF) CMH,Lahore
- 2. Allah(GOD) has not sent down a disease except that he has also sent down its cure. Quoted by Prophet Muhammad (P.b.u.h)
- 3. WORD AUTISM MEANING A mental condition, present from early childhood, characterized by great difficulty in communicating and forming relationships with other people and in using language and abstract concepts.
- 4. AUTISM Autism is a lifelong disability Autism Spectrum Disorders (ASD) are a collection of developmental disorders that are characterized by impairments in social interaction and communication, as well as the presence of restricted and repetitive behaviors and interests.it occurs primarily in males. The ratio is 4:1
- 5. Autism impairs one’s ability to Communicate Receptive Language Expressive Language Pragmatic or Social Language abilities Autism affects socialization. Autism affects the sensory system. Autism can impact cognitive skills where brain is wired differently.
- 6. COMMUNICATION Communication is when someone sends a message to another person and the message is received and understood. Everyone Communicates! • Communication is not just speech. • Communication may occur through behaviors, signs, gestures, pictures, pointing, nonverbal body language, symbols, vocalizations,etc. • Communication often relies on language. • Language is a system of symbols and rules that govern the use of the symbols to convey meaning.
- 7. DSM- IV CRITERIA COMMUNICATION IMPAIRMENT Delay in, or total lack of development of spoken language Failure to compensate with non-verbal gestures Marked impairment in ability to initiate or sustain conversation in children with speech. Stereotyped, repetitive use of idiosyncratic language Echolalia, scripting, unusual prosody Lack of spontaneous, varied, spontaneous make believe play or social imitative play appropriate to developmental level.
- 8. DSM-IV CRITERIA SOCIAL COMMUNICATION IMPAIRMENT Impairment in use of non-verbal behaviors to regulate social interaction Eye contact, facial expressions, gestures Failure to develop developmentally-appropriate peer relationships Lack of spontaneous seeking to share enjoyment with others Lack of showing or pointing out objects of interest Lack of social or emotional reciprocity
- 9. SOCIAL / COMMUNICATION ISSUES
- 10. BIZARRE / REPETITIVE BEHAVIORS
- 12. SAFETY ISSUES
- 14. MOTOR ABNORMALITIES IN SOME AREAS
- 15. Communication is broad concept consisting of language (linguistic, paralinguistic and pragmatics aspects of functioning).
- 16. INTEGRATION OF COMPONENTS OF LANGUAGE
- 18. WHAT COMMUNICATION PROBLEMS ARE ASSOCIATED WITH ASD Limited inclination to share enjoyment, interests, or achievements with other people Primary purposes for communication to be: - requests (get someone to do something) - protests (get someone/something to stop)
- 19. GENERAL COMPREHENSION AND EXPRESSION PROBLEMS Difficulty with language comprehension High- pitched, monotonous speech Echolalia Sterotypic,meanigful speech Asocial monologues Preference for mechanical sounds over human voice Reduced interest in communication Errors in recognizing face. Poor use of environmental cues. Poor response to commands.
- 20. SEMANTIC/PRAGMATIC BEHAVIORS PROBLEMS Lack of responsive to others. Use of only few communication stratgies Minimal use of gestural communication Lack of eye contact Slow acquisition of speech Word findings difficulties Poor categorization abilities Poor understanding of related words
- 21. COMMUNICATION AND BEHAVIOR Parents need to understand the behavior – look deeper to try to understand the communication that is occurring Behavior may communicate: - Frustration - Fear or other emotional upset - Discomfort – need to escape noise, light, sensory,irritation, etc. - Boredom - Physical needs – thirst, hunger, bathroom - Protest - A request - Many other things…
- 23. RECEPTIVE LANGUAGE SAMPLE Level Of Functioning Brown Stages ICW levels PEEP ABLLS TROG test Subjective Assessment Objective Assessment
- 24. EXPRESSIVE LANGUAGE SAMPLE Pragmatics Checklist Renfrew Test Action Picture Bus Story Test Word finding Vocabulary test CELF 4 PLS 5 SALT RDLS Subjective Assessment Objective Assessment
- 26. The diagnosis of an Autism Spectrum Disorder presents parents and clinicians with a veritable maze of programs and therapies. What is out there? Which programs are best for my child/student?
- 27. TREATMENT APPROACHES FOR PROFESSIONAL WORKING WITH ASD CHILDREN
- 29. BIOMEDICS APPROACH Biomedics approach is commonly known as food therapy. Gluten is a unique type of protein that is generally discovered in our day-to-day meals items. while it is an essential items of our diet, the body of an Autistic kid responds in a different way than a normal child. It is vital for the parents to plan gluten free diet for their child experiencing Autism.
- 31. THE ASSESSMENT OF BASIC LANGUAGE AND LEARNING SKILLS ABLLS
- 32. The Assessment of Basic Language and Learning Skills (ABLLS, often pronounced “ABLLS") is an educational tool used frequently to measure the basic linguistic and functional skills of an individual with developmental delays or disabilities.
- 33. OVERVIEW OF ABLLS CURRICULUM Reinforce effectiveness Visual performance Receptive Language Imitation Vocal imitation Gross Motor Skills Fine Motor Skills Requests Labeling Intraverbal Spontaneous vocalization Reading Skills Math skills Writing Skills Spelling Skills Syntax and Grammar Play and Leisure Social Interaction Group Instruction Classroom Routines Generalized Responding Dressing Eating Grooming Toileting
- 34. PECS FOR CHILDREN WITH AUTISM Lori Frost, a certified Speech-Language Pathologist, Andrew Bondy, PhD., at the Delaware Autistic Program.
- 35. WHAT IS PECS PECS was developed by Lori Frost, a certified Speech-Language Pathologist, and Andrew Bondy, PhD., at the Delaware Autistic Program. Using the PECS, with nonverbal ASD children. Children learns to spontaneously initiate communicative exchanges. Using PECS, children learn to gain the attention of the communication partner in order to make a request.
- 36. TEECH FOR CHILDREN WITH AUTISM Eric Schopler,Margaret Lansing, PhD, BCBA,
- 37. TEECH PROGRAMME BASED ON THESE FACTORS Chronological Age Developmental Age Functional Level
- 38. CURRICULUM OF TEECH CognitionPerceptionImitation Fine Motor Self Help Gross Motor Eye-Hand Coordination Social Verbal Performance
- 39. APPLIED BEHAVIOR ANALYSIS FOR CHILDREN WITH AUTISM Jonathan Tarbox, PhD, BCBA, & Bill Roth, PhD,
- 40. ABA Applied Behavior Analysis (ABA) is the only scientifically validated treatment for autism and is recommended by the U.S. Surgeon General. Antecedent--Behavior--Consequences A—B—C Applied Behavior Analysis (ABA) given in early then it is called Early intensive behavior analysis (EIBI)
- 41. COMPREHENSIVE ABA PROGRAMS DTT Natural Environment Training (NET) Verbal Behavior Challenging behavior Fluency based instruction Programme Programming for generalization
- 42. VERBAL BEHAVIOR B.F. Skinner, Verbal Behavior (1957): Applied principles of behavior analysis to language Separates language into categories by function Some incorrectly say that “Verbal behavior is not ABA” or “We don’t do ABA, we do verbal behavior”
- 43. COMMON TERMS FOR THE VERBAL OPERANTS Echoic Mand Tact Intraverbal Receptive or Listener Responding
- 44. Verbal Operant Antecedent Behavior Consequence Mand Motivative Operation (wants cookie) Verbal behavior (says “cookie”) Direct reinforcement (gets cookie) Tact Sensory Stimuli (sees or smells cookie) Verbal behavior (says “cookie”) Non-specific reinforcement (gets praised, for instance) Intraverbal Verbal stimulus (someone says:”What do you eat?” Verbal behavior (says “cookie”) Non-specific reinforcement (gets praised, for instance) Echoic Verbal Stimulus (someone says “cookie”) Verbal behavior: repeats all or part of antecedent (says “cookie”) Non-specific reinforcement (gets praised, for instance) Receptive (actually not a verbal operant) Verbal stimulus (someone says “touch cooke”)* Non-verbal behavior (child touches cookie) Non-specific reinforcement (gets praised, for instance)
- 45. OTHER TREATMENTS AND COMMUNICATION METHODS Sensory Integration Therapy SIT should be administered by, or need for SIT should be assessed by, an Occupational Therapist. Auditory Integration Therapy AIT generally consists of a prescribed amount of time spent each day listening to a recording that uses particular combinations of sound waves to retrain the ear mechanisms. Music Therapy Music Therapy can be an excellent addition to a treatment program, but the therapist should be well-versed in your method of choice (in other words, if you are running an ABA program, your music therapist should have some experience working as an ABA therapist).
- 46. TREATMENT APPROACH FOR TEACHERS WORKING WITH ASD CHILDREN
- 47. SCERTS MODEL SCERTS can be classified as a combined intervention as it blends elements of behavioral and developmental models to better support children on the autism spectrum as they develop. SCERTS stands for Social- Communication, Emotional Regulation, and Transactional Support. These are seen as the principal dimensions for intervention planning.
- 48. KEY COMPONENTS OF THE SCERTS MODEL Communication and language deficits These are addressed through social-pragmatic language therapy, which emphasizes the functional use of pre-verbal and verbal communication skills in natural and semi-structured interactions. The model includes the use of validated and effective strategies to support the use of non-speech communication systems such as picture symbols. Social-pragmatic approaches are now practiced in both contemporary Applied Behavior Analysis programs as well as developmentally-based programs. Deficits in social relatedness and social-emotional reciprocity These are addressed through strategies developed as part of the Floor Time approach. The basic premise of Floor Time is that children learn skills from the relationships which they have with their caregivers and other people significant in their lives. Sensory processing deficits These are addressed through sensory integration therapy and environmental adaptations and supports. Many children with autism also have motor planning issues affecting daily living skills, which are also addressed.
- 49. TREATMENT APPROACH FOR PARENTS WORKING WITH CHILDREN
- 50. PARENTS-CHILD VERBAL THERAPY This therapy are based on three stages with following guidelines Beginning stage Middle stage Advanced stage
- 51. Sitting Attending Compliance Remaining on task How to Process Feed Back Understanding Cause and effect Communication skills Play skills Self-help Social skills Subtle Social Skills Higher Level Play Skills Advanced communication &cognitive skills Integration of skills to everyday environment
- 53. LANGUAGE CURRICULUM 0-12 mos. • Body Parts • Echoics • Following Instructions • Gestures • Sound Discriminati on 1 - 2 yrs. • Actions • Basic Mands • Categories • Choices • Functions • Negation • Objects • People & Relationships • Prepositions • Yes / No 2 - 3 yrs. • Adverbs • Attributes • Features • Gender • Manding for Information • Opposites • Pronouns • Wh- Discriminatio n • Locations • Plurals 3 - 4 yrs. • Describe • Sequences • Statement - Statement 4 - 5 yrs. • Same / Different 5 - 6 yrs. • Ask & Tell Discrimination • Statement – Question • Syntax 6 - 7 yrs. • What Goes With 31 Lessons by Emerging Age and Function: Language
- 54. Language Curriculum BehaviorInstruction or Setting Function Consequence (Reinforcer) Vocal Imitation Someone says “apple” “apple” Praise Praise Praise Request Hungry and no apple present Labeling Conversation “apple” “apple” “apple” Child gets an apple Apple is present “What is your favorite fruit?” Language Matching “Put with same” apple is matched with apple Praise “Touch apple” Selects apple PraiseListening
- 55. PLAY CURRICULUM Play Electronic Play Independent Play Interactive Play Pretend Play Constructive Play Sensorimotor Play Task Completion Play Play Stations Early Social Games Read-to-Me Books & Nursery Rhyme Music and Movement Treasure Hunt Card and Board Games Locomotor Play Peer Play Functional Pretend Play Symbolic Play Imaginary Play Sociodramatic Play Block Constructions Structure Building and and Water Constructions Clay Constructions Arts and Crafts Audio and Video Play Computer Play Video Games
- 56. ADAPTIVE (SELF HELP)CURRICULUM Adaptive Safety Safety Awareness Safety Equipment Domestic Pet Care Setting & Clearing Table Telephone Skills Tidying Meal Preparation Cleaning Gardening Laundry School Backpack Prep Making a Bed Community Shopping Restaurant Readiness Personal Feeding Toileting Undressing Unfastening Dressing Preventing Spread of Germs Bathing Fastening Teeth Care Hair Care Nail Care Health Care
- 57. Motor Curriculum Motor Oral Motor Ocular Motility Binocular Vision Skills Visual Perception Hand Skills Coloring Finger Skills Drawing Pre-Handwriting Cutting with Scissors Sitting Crawling / Creeping Riding Foot-Propelled Vehicles Standing Rolling Over Rolling / Throwing / Dribbling Walking Stairs and Climbing Riding a Tricycle / Bicycle Running Balance Beam Swinging a Bat / Racquet / Paddle Jumping Kicking Physical Education Readiness Hopping Catching Gross Fine Oral Visual
- 58. ACADEMIC SKILLS CURRICULUMAcademic SkillsMath Shapes Money Patterning Calendar Addition Subtraction Statistics and Data Analysis Number Concepts: Numbers Counting & Quantities Quantitative Concepts Ordering Numbers & Groups Comparisons Number Patterns Time: Time of Day & Daily Activities Telling Time Language Arts Colors Community Helpers Handwriting and Penmanship Writing Letters Spelling Print Concepts Literary Genres Decoding & Word Recognition: Phonics Sight Reading Comprehension: Oral Story Comprehension Reading Comprehension Phonological Awareness: Phoneme Isolation Phoneme Blending & Segmentation Phoneme Matching Phoneme Manipulation Word Discrimination & Segmentation Rhyming Syllables
- 59. REFERENCES Perry, A., Condillac, R. A., Freeman N. L., Dunn-Geier, J., & Belair J. (2005). Mulit-site study of the Childhood Autism Rating Scale (CARS) in five clinical groups of young children. Journal of Autism and Developmental Disorders, 35, 625-634. Rellini, E., Tortolani, D., Trillo, S., Carbone, S., & Montecchi, F. (2004). Childhood Autism Rating Scale (CARS) and Autism Behavior Checklist correspondence and conflicts with DSM-IV criteria in diagnosis of autism. Journal of Autism and Developmental Disorders, 34, 703-708. Stella, J., Mundy, P., & Tuchman R. (1999). Social and nonsocial factors in the Childhood Autism Rating Scale. Journal of Autism and Developmental Disorders, 29, 307-317. New York State Department of Health. (1999). Autism/Pervasive Developmental Disorders. Clinical practice guideline technical report. New York: Author.
- 60. I HAVE AUTISM.AUTSIM IS NOT BAD BEHAVIOR
- 61. DON’T CRITICISE MY DISABILITY,PLZ TRY TO EXPLORE MY ABILITIES