Transcript Autism: Nonverbal forms of communication

Autism: Nonverbal forms
of communication
Presentation by:
Stefanie, Tony, Lisa
Table of Contents:
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What is Autism?
The Research Focus
Children with Autism:Verbal Communication
Our Research and it’s Importance
Effective Methods
– American Sign Language
– Picture Exchange Communication System
– Message Boards
– Voice Output Communication Devices
Research Results
What is Autism?
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A psychiatric disorder of childhood
characterized by marked deficits in
communication and social interaction,
preoccupation with fantasy, language
impairment, and abnormal behavior, such as
repetitive acts and excessive attachment to
certain objects. It is usually associated with
intellectual impairment.
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Taken From: The American Heritage® Dictionary of the English Language, Fourth Edition.
Copyright © 2000 by Houghton Mifflin Company.
The Research Focus:
 Communication
of Autistic
Students
Children with Autism: Often Have
Trouble Communicating Verbally
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Autistic children are unable to communicate
their wants, needs and desires effectively so
that people can understand them
 It is important for a child with autism to be
able to communicate with others in a way that
will effectively convey what they want to say
especially in a school setting.
The Research:
We looked at different forms of
nonverbal communication that children
with autism can use.
 We wanted to discover effective ways to
communicate with children with autism
without using a voice.
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It’s Important:
It is important for a child with autism to
be able to communicate with others in a
way that will effectively convey what
they want to say.
 This is important not only in a school
setting but at home too!
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Effective Methods:
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American Sign Language
 Picture Exchange Communication System
(PECS)
 Message boards
 Voice Output Communication Devices
(VOCAs)
American Sign Language
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Sign language was first developed as a means of
communication for hearing-impaired individuals.
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Sign language has also been used to teach people with
developmental disabilities who have little or no communication
skills and has been proven to be successful.
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Teaching autistic children how to use sign language is not as
common a practice today as in previous years, possibly due to
an increase in the use of computerized communication systems.
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However, research suggests that teaching sign language along
with speech will likely accelerate a person’s ability to speak
Picture Exchange Communication System
(PECS)
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Many children with autism tend to learn visually.
Many children with autism communicate using picture
cards.
PECS:
– Decrease negative behaviors that were caused by
frustrations;
– Increase availability for learning and interaction;
– Increase relatedness and emotional closeness;
– Builds spoken language skills
PECS Phases
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Phase 1: Teacher and Student Card Motivation Tool
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Phase 2: Student Independence
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Phase 3: Multiple Pictures
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Phase 4: Sentence Strips Statements
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Phase 5: Sentence Strip Questions
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Phase 6: Student Interaction and Response
Message Boards
Message Boards are set up in the
classroom to tell an autism child what
they are going to be doing for the day.
 The child would go the board after each
activity so that he or she knows what is
happening next
 They help the child to transition from
one activity to the next
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Voice Output Communication Devices
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A Voice Output Communication Aid or VOCA is an
electrical communication device which assists people
who have a communication impairment to express
their needs, exchange information, ask questions and
participate in conversations.
 A voice output device is an electronic device that
"speaks" for a child
 The child can expressively communicate one or more
messages.
 The messages are recorded specifically for that child,
so that they are relevant to the child's needs and
environment.
Our Results
There was no one method that seemed
to work more effectively than another.
 The method used depends on the child.
 What might work for one child may not
for another.
 It is individualized!
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