Autism: From a "Speechie" Perspective
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Transcript Autism: From a "Speechie" Perspective
Autism: From a
“Speechie”
Perspective
By Karen P. Guerra, M.S., CCC-SLP
Speech-Language Pathologist
ANXIOUS??
CONFUSED??
UNCOMFORTABLE??
HELP IS HERE!!
WHAT IS AUTISM?
Autism is defined by the Autism Society Of
America (ASA) as: "Autism is a complex
developmental disability that typically appears
during the first three years of life and is the
result of a neurological disorder that affects the
normal functioning of the brain, impacting
development in the areas of social interaction and
communication skills. Both children and adults
with autism typically show difficulties in verbal
and non-verbal communication, social
interactions, and leisure or play activities.
MAIN UMBRELLA TERM IS “PDD”
Autism is one of five disorders that falls under
the umbrella of Pervasive Developmental
Disorders (PDD), a category of neurological
disorders characterized by “severe and pervasive
impairment in several areas of development."
SOME CHARACTERISTICS
MAY INCLUDE:
May exhibit self injurious behavior when upset
i.e. biting selves or banging heads.
An overall difficulty interacting with others.
No fear of danger.
Over or under sensitivity to pain.
May avoid eye contact with you.
May prefer to be by him/herself.
Has difficulty expressing what they want or need
- may then try to use gestures.
May echo words or phrases.
May have inappropriate attachments to objects.
CONTINUED…
May spin his/herself or objects.
Prolonged repetitive play.
May insist on things/routines always being the
same.
May exhibit inappropriate laughing (laughing
when not appropriate to the situation).
May display tantrums for no apparent reason.
May avoid cuddling.
ASSESSMENT- SPEECH THERAPY
Each evaluation is different based on individual
child
Tests may be formal (standardized) or criterion
referenced and observational
Assessment determines current skill levels in the
following areas:
Language Comprehension (and processing)
Expressive Language
Pragmatics
Articulation, Voice, and Fluency
May see the need for further evaluation
SPEECH THERAPY
Therapy is individualized to the needs and levels
of each child
Therapy goals will address
Language Comprehension
Expressive Language and
Increasing Use of skills (interaction)
STRATEGIES TO IMPROVE
COMMUNICATION
Get
Attention
Use interests
Use facial expression
Simple Language
Reduce number of words and complexity
Repetition
Emphasis on areas that need increasing
Visual Cues
Visual learners
VISUAL STRATEGIES
Signs
and Sign
Language
Pictures and
Symbols
VISUAL STRATEGIES
Schedules
There
are a variety of schedule options
Use a hierarchy to determine for
each child
Small object
Representational part
Photos
Symbols
Written
EXAMPLES OF PICTURES AND
SYMBOLS
EXAMPLES OF PICTURES AND
SYMBOLS
BEHAVIOR AS A MEANS OF
COMMUNICATION IN ASD
What
does this mean?
Push work away
Throw plate on the floor
Flap hands and jump
Spin around and around
Pull Mom to the cookie jar
Stand by the door and look out
Cover ears
BEHAVIOR AS COMMUNICATION
IN ASD
Be
aware of these communication
attempts
Look for the antecedent to the behavior
Verbalize the words to accompany the
behavior
GESTURES
Immature
Gestures
May see pulling, leading
Reach/grab but not a good point
gesture
Child may go to the area near what
he wants
Conventional Gestures
Interpret gesture with appropriate
language
ECHOLALIA
Immediate
or delayed
May serve a variety of functions
Turn taking
Confirmation of a choice
Association to similar situation
Add language to help child relate to
current event or alternative response
WAYS TO INCREASE EXPRESSIVE
COMMUNICATION
Provide
frequent models, repetition
Shape vocalizations or approximations
Expand on simple utterance
Relate echolalic response to current
situation
Provide choices, verbal and visual
INCREASING INTERACTIONS WITH
CHILDREN WITH ASD
Children
with ASD have a more limited
repertoire of communication functions
than children with typical development
These children had relative skill in
regulating an adult’s behavior to
achieve an environmental end
They had higher rate of requesting and
protesting than children with typical
development
(Wetherby & Prutting, 1984)
INCREASING INTERACTIONS WITH
CHILDREN WITH ASD
Children
with ASD exhibit less
frequent use and later development of
communication for social interactions
Directing attention to self (show off)
Acknowledging others
Commenting
Symbolic play
(Wetherby, 1986; Wetherby &
Prutting, 1984)
*Joint Attention!!
CONCLUDING THOUGHTS
Language
activities should encourage
spontaneous communication
Observe the entire child, consider the
options
Consult references for best practices
Build language functions
If the child is having fun, you will have
fun
Notes:
Notes:
REFERENCES
Wetherby, A. (1986). Ontogeny of communicative
functions in autism. Journal of Autism and
Developmental Disorders, 16, 295-316.
Wetherby, A., & Prutting, C. (1984). Profiles of
communicative and cognitive-social abilities
in autistic children. Journal of Speech and
Hearing Research, 27, 364-377.
www.asa.com (definitions and characteristics)