Opportunities for this Session. Learning Objectives. Agenda. Prevalence: United States. Autism and the Use of Symbol- Based Communication

Transcription

1 Opportunities for this Session Autism and the Use of Symbol- Based Communication Patricia Wright, PhD, MPH Easter Seals, Inc. & Lori Geist, MS, CCC-SLP Mayer-Johnson/Widgit Learn something new Reinforce previous learning Challenge your beliefs Learning Objectives Identify strategies for teaching the use of symbols for communication to students with autism. Describe the relationship between challenging behaviors and communication. Identify strategies for using symbols to support transitions and requesting for students with autism. Agenda Introduction Symbol use for communication requests challenging behavior following a schedule and transitioning between activities Question and Discussion Prevalence: United States 300,000 Children in U.S. Found to Have Autism Published: May 5, 2006 On Autism's Cause, It's Parents vs. Research Published: June 25, 2005 How Young Is Too Young To Diagnose Autism? Published: June 9,

2 Number of Children 60,000 50,000 40,000 30,000 20,000 10,000 Number of Children with Autism Served Under IDEA, Part B, to , 6-21 years (n=27) (n=49) (n=51) (n=52) (n=52) School Years (N=52) Source: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS) (n=52) (n=52) About Symbols Real objects Environmental signage Photos and illustrations Simple line drawings Hierarchy of Symbols Actual Objects Photographs Line Drawings Traditional Orthography Transparency of Symbols Many symbols are transparent and easily recognized Many symbols will need to be learned, but the representation is clear and easily understood with instruction Higher levels of symbols require more teaching (Mirenda and Locke, 1989) Simple Line Drawings Simple Line Drawings Picture Communication Symbols (PCS) Most extensively used in North America Over 10,000 symbols available using Boardmaker Widgit Literacy Symbols (WLS) Designed with a focus on literacy Over 8,000 symbols available from Widgit Software 2

3 Teaching Symbol Use Aided language modeling Successfully increased the comprehension and production of symbol-based communication with preschoolers.» (Drager, Postal, Carrolus, Castellano, Gagliano, & Glynn, 2006 Pairing verbal commands with symbols increased generalization and maintenance.» (Preis, 2006) Communication Requests The Picture Exchange Communication System (PECS)» (Bondy & Frost, 1994) Communication Requests Used symbol-based communication for an adult with autism to conditionally request help.» (Reichle et al, 2005) Communication Requests Symbols promoted peer interaction in preschool children with autism.» (Johnston, Nelson, Evans, Palazolo, 2003) Behavior significantly impacts an individual s ability to fully access their learning environment and community. Behavior is communication. Providing AAC supports to meet communication needs, which works towards extinguishing inappropriate behaviors, is an appropriate focus for speech and language intervention» (Bopp, Brown, & Mirenda, 2004). 3

4 Replication of Choice Board Natural aided language promotes instructional understanding» Cafiero (2001) (Adapted from Cafiero, 2001) Replication of Breakfast Board (Adapted from Cafiero, 2001) (Cafiero, 2001) Preschool students used symbol-based communication to request preferred activities within the typical classroom routine Decrease in highly aggressive behavior increase in engagement in activities.» (Frea, Arnold, & Vittimberga, 2001). (Cafiero, 2001) 4

5 Functional communication training has a long-history of success for individuals with autism (Mirenda, 1997). The individual is doing (aberrant behavior) to communicate (function). The individual is Hitting to communicate Escape. Individual could use a break card instead of hitting to communicate escape. Supporting Transition Picture book promoted on-task behavior with high-functioning schoolaged students with autism.» (Bryan & Gast, 2000) Supporting Transition Visual schedule increased on-task behavior for individuals who were perceived to have limited skills.» (Macduff, et al, 1993) 5

6 Supporting Transition Learning Objectives Identify strategies for teaching the use of symbols for communication to students with autism. Describe the relationship between challenging behaviors and communication. Identify strategies for using symbols to support transitions and requesting for students with autism. Contact information Patricia Wright, PhD, MPH Lori Geist, MS, CCC-SLP 6