autism nonverbal forms of communication autism nonverbal forms of communication presentation by stefanie tony lisa table of contents what is autism different types of autism the research focus chil

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Autism: Nonverbal forms

of communication

Presentation by:

Table of Contents:

 What is Autism?

 Different types of Autism

 The Research Focus

 Children with Autism:Verbal Communication

 Our Research and it’s Importance

 Effective Methods

– American Sign Language

– Picture Exchange Communication System

What is Autism?

 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

Different types of Autism

 Childhood Autism

 Asperger’s syndrome

 Childhood disintegrative disorder

 Rett’s Disease

 PDD NOS

The Research Focus:

Students

Children with Autism: Often Have

Trouble Communicating Verbally

 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.

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!

Effective Methods:

 American Sign Language

 Picture Exchange Communication System (PECS)

 Message boards

 Voice Output Communication Devices

(VOCAs)

American Sign Language

 Sign language was first developed as a means of

communication for hearing-impaired individuals

 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.

 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

Picture Exchange Communication System

(PECS)

 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;

PECS Phases

 Phase 1: Teacher and Student Card Motivation Tool

 Phase 2: Student Independence

 Phase 3: Multiple Pictures

 Phase 4: Sentence Strips Statements

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

Voice

Voice Output Communication Devices

 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,

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

 Bishop, Dorthy (2005) Executive functions in children with communication Impairments, in Relation to Autistic Symptomatology 2: Response Inhibition

Autism the International Journal of Research and Practice, 9(1), 29-35.

 Bondy, A S and L Frost (2002) The Picture exchange communication system

Focus on Autistic Behavior 9(3), 1-19

 Kravits, T R (2002) Brief report: Increasing communication skills for an

elementary- aged student with autism using the picture exchange communication

system Journal of Autism and Development Disorders, 32(3), 225-230.

 Shore, S M (2002) The language of music: Working with children on the

autism spectrum Journal of Education, 183(2), 97-108.