Transcript Communication Training for Children with Autism

Communication Training
for Children with Autism
Combining Applied Verbal Behavior
and
Social-Emotional Approaches
By
Tracy Vail, MS,CCC/SLP
Let’s Talk Speech and Language
Services, Inc
Basic Goals of Teaching
 Learning
is Fun!
 Base new learning on old learning
 Communication is valuable
 Keep the child successful
 People are fun to be with!
Learn the Child





How does the child respond to a variety of
smells?
What does the child like to look at?
How does the child respond to a variety of
touches/textures?
How does the child respond to a variety of
sounds?
How does the child respond to a variety of
tastes?
Be a Provider of “All Good Things”




Based on what you learn about the child,
provide their favorite things with no demands.
Engage the child in play with favorite things.
Never let the child play with the items alone.
Produce sounds/words consistently while
engaging with the toys.
Once the child is engaged, he/she is ready to
learn!
Engagement
Produce Sounds While Playing
Reinforce all Attempts to Vocalize
Teach The Child To Request
Gives the child the power of
communication
 Teach “I talk, I get”.
 Replaces maladaptive behaviors
 Serves as the basis for teaching all other
functions of communicating.

Choosing a Response Form




Vocal- For children who can produce sounds
and/or word approximations.
Sign Language- For children who can imitate
motor movements but aren’t yet talking.
Picture Exchange/Object Exchange- For
children who are unable to learn signs or used in
conjunction with signs.
Voice Output Devices- For children with poor
motor control and unable to use other methods.
Shaping Vocal Requests
Shaping Vocal Requests
Moving from Signs to Vocal
Teaching Concepts through
Requesting
Teach the Child to Request
Information
Teach Concepts through Requesting
To Teach Signs



Provide a great deal of touch during play so the
child can tolerate hand over hand prompting.
Teach the child to imitate gross motor
movements.
Say the word when you model the sign, as you
prompt the child to produce the sign, and as you
give them the item.
Pairing Signs with Favorite Toys
Model Choices
Provide Full Prompts then Fade
Combining Signs
Don’t Drop Signs Too Quickly!
Watch for Confusion as Vocals
Develop
Teaching PECS
Requires two people for initial teaching.
 Be sure to say nothing before picture is
given.
 Say the name of the item as the child hands
you the picture and as you deliver the item.
 Gradually add in distractor pictures and
fade the prompts.

Picture Exchange Communication
System
Picture Communication Boards
Teach the Child to Imitate
 Imitation
of motor movements leads
to spontaneous imitation of others in
the natural environment.
 Imitation is very important to increase
incidental learning.
 Teach both motor and vocal imitation.
Vocal Imitation
Use Mastered Requests to Teach
other Functions of Language




Receptive Responses- Touch, find, get the, give
me (child responds to directions)
Labels- fill-ins first then ask questions. The
child does not get the item for labeling
Labels can be taught from requests because the
child’s behavior is the same.
Most children who learn to request first, will
label as they receptively identify objects.
Fill-ins with Books
Fill-ins with Books
Fill-ins with Songs
Fill-in Songs
Mix Receptive, Labeling, Imitation
and Requesting
Once Mastered with Objects, Move
to Pictures
Teach “Links” between Words





Teach features of objects- Adjectives, parts
Teach functions of objects- what do we do with
things?
Teach classes of objects- How can things be
grouped?
Begin by having the child fill-in the word after
you provide the FFC.
Then, fill in the FFC when you provide the
word.
Intensive Teaching of FFCs
Use Favorite Videos to Teach Story
Comprehension