Post on 20-Jan-2016
Helping Families, Schools and Communities Understand Children With Autism Spectrum Disorder
Teresa Boggs, M. S. CCC-SLP
Director of Clinical Services for SLP Nave Language Center: A Program for Children with
ASD and related Communication Disorders(423) 483-2630
Agenda
Impact of ASD on a Child’s Communication
Impact of ASD on the Family
Best Practice and Meaningful Outcomes
Understanding the Child with ASD and strategies
for interaction
The Need for a Team
A Local Resource
Impact of ASD on Communication Differences in Learning the Meaning of Words Differences in the Use of Language Difficulties in Determining the Level of
Understanding Differences in Early Interaction and
Communication Skills Differences in Advanced Social and
Communication Skills
Best PracticesCommittee on Educational Interventions for Children With Autistic Spectrum Disorders-birth to 8 Years (NRC, 2009)
Characteristics of Effective Intervention1. Entry into intervention services as early as
possible2. Active engagement in instruction3. Repeated, planned teaching opportunities with
sufficient individualized attention daily4. Planned developmentally appropriate activities
aimed toward identified objectives
5. Inclusion of a family component6. Low student/teacher ratio7. Mechanisms for ongoing program evaluation
of a child’s progress, with adjustments in programming
8. Children should receive specialized instruction in settings in which ongoing interactions occur with typically developing children.
9. Six kinds of instruction should have priority:a. Functional, spontaneous communicationb. Social instruction in various settings
c. Teaching of play skills focusing on appropriate use of toys and play with peers.
d. Instruction leading to generalization and maintenance of cognitive skills in natural context
e. Positive approaches to address problem behaviors
f. Functional academic skills when appropriate
Understand the Child
with ASD and the Impact on Learning
Strengths and Weaknesses in ASD and Impact on Academic Learning
StrengthsVisual processingGestalt processing Rote memoryNon-social object
knowledgeLearning by doing(Active engagement)
WeaknessesLanguage processingAnalytic processingSemantic memorySocial knowledge*
Learning through language or passive observation
Sensory Preferences Movement Tactile Visual Auditory Taste and Smell
Shift of AttentionThe ability to disengage and shift attention may
be a key characteristic and early indicator of ASD.
Understand the Child’s Family
Families of children with ASD grieve Families of children with ASD have high levels of
stressFamilies have challenges relating to extend family
members, friends and communitiesFamilies have difficulty understanding their child’s
needs Families have difficulty securing resources
ASD affects the WHOLE familyHowever, families of children with ASD are resilient
How to support families Strive to understand the entire family Remove burden of judgment from the families
you support Familiarize yourself with the services in your
community Help families identify sources of stress, and
possible options Help families prioritize goals and activities Preserve the role of parents as parents
Understand the Child’s Communication and
Interaction Strategies
Communication depends upon… A communication partner with a desire for
interaction Understanding of communication intention (a
reason to communicate) A variety of communication means (a way to
communicate) Contextual and non contextual
comprehension
Interaction Precedes Communication The first step in achieving an interaction is
paying attention to another person The second step is to initiate towards
another person and Needs to respond to another person
Child-initiated interactions Children with ASD
have difficulty shifting his or her attention.
Children with ASD have difficultly with joint attention
Children with ASD have difficulty with interaction.
Limited demands to shift attention
Shared focus More sociable
resulting in more initiations
A Directive Style of Intervention Alone may results in…. Fewer initiations by the child A child who communicates primarily to
respond Less desire for social engagement
Purpose of Routines Supports child’s need for predictability Helps the child know what to expect Repeat the routine often Arrange the environment to increase the
likelihood that the child will initiate within the routine
Functionality Flexibility
Use Cues Initially, model and prompt to establish
routines. Use explicit than natural cues. Use questions judiciously. Avoid too many
questions, avoid yes/no questions. Break the routine down into small steps.
Use Activities Motivating Meaningful Natural Organized Developmentally-appropriate
Understand the need for a Team
Team Members Child Family and friends Physicians Psychologist Pharmacist Psychiatrics Nurses Teachers Speech Language Pathologist Occupational Therapist Nutritionist Community Leaders (churches, sports, family
activities)
Local Resource: The Nave Language Center
A Program for Children with Autism and Related Communication Disorders
Art Studio
Individual Therapy Suites
Music and Story Area
Living Area
Movement Room
Kitchen Area
Parent Resource Areas