After having almost a weeks break from all things university and third year related I decided to ease myself back into my selection area of communication for children with autism spectrum disorder by implementing the use of one of my Christmas presents: a kindle. The first book I looked for was one that was about autism and communicating with those who have ASD and I was lucky enough to find a perfect, short-read for free: Autism: Communicating While Impaired (Caldwell, Alice).
This 38 page read was designed for 'everyone who want's to learn more about autism' (Caldwell, A. 2015) and covers the basics such as stats and prevalence, signs, symptoms and causes for early detection. Only having 5 chapters I read the book quite quickly but found a lot of useful information in chapter 3 (Communicating with a Child with Autism) and chapter 5 (How to Help a Person with Autism). I decided to sum up what I thought were the key points from each chapter that I should consider, as well as my existing research, in the ideation stage of designing a communication aid for a child with ASD. Some things echo what I already covered in my Feasibility Report as I researched extensively however I will make note of them again as it signifies the important considerations that are repeated through multiple references.
This 38 page read was designed for 'everyone who want's to learn more about autism' (Caldwell, A. 2015) and covers the basics such as stats and prevalence, signs, symptoms and causes for early detection. Only having 5 chapters I read the book quite quickly but found a lot of useful information in chapter 3 (Communicating with a Child with Autism) and chapter 5 (How to Help a Person with Autism). I decided to sum up what I thought were the key points from each chapter that I should consider, as well as my existing research, in the ideation stage of designing a communication aid for a child with ASD. Some things echo what I already covered in my Feasibility Report as I researched extensively however I will make note of them again as it signifies the important considerations that are repeated through multiple references.
Key Points from Chapter 3 - 'Communicating with a Child with Autism'
- to communicate you must first understand the symptoms of autism
- take note of the child's reactions
- taking note of reactions will help identify strengths and weaknesses in child's commmunication
- KEY TERM - Echolalia: repeating other peoples words
- Children may sometimes repeat words they do not understand owing to the echolalia
- However, it does help children memorise words
TWO TYPES OF COMMUNICATION:
Pre-intentional - used to calm self and is normally a reaction to something pleasant or unpleasant for the child
Intentional - used to express one's self
The Stages of The Hanen Programme
- Own Agenda Stage
- appears uninterested
- communication pre-intentional - Requester Stages
- realise reactions and behaviours
- echo some words to express themselves - Partner Stage
- shows marked improvements
- uses words and upkeep simple conversations
- comfortable with interactions
- phrases can be recalled from memory
- do not always get things for them (let them try and do it by themselves)
- do not force an answer from them - wait for a response
- encourage your child to mingle with others
- allow communication to be a daily task (side note: routine and schedule seems to be of paramount importance to a child with ASD in most references I found and therefore the product should include or integrate a way of making use of it as part of the child's schedule)
- needs less direction
- avoid rushing
- follow child's lead and respond or react accordingly
- be the reactor instead of the initiator
- commend or reward actions
- encourage learning and trying
- give your child a reason to interact or communicate
- encourage them to ask for assistance if they need to
- use more complex toys (e.g. wind up or squeezable toy)
- break things down and simplify (small pieces of food, small steps in task
- don't use too many words
- speak slowly
- simplify your language
- communicate the focus of attention (repeat/reinforce)
- use the "one-up" rule (e.g. transitioning from word "ball" to "roll ball" or "bounce ball"
- provide opportunities for child to talk
- imitate the words and positive behaviours of the child
Chapter 5 - 'How to Help a Person with Autism'
- Learn more about the condition
- Ensure structure and safety in the home (inc. highly structure schedule and routine for meals, schools and bedtime)
- Learn how to communicate with your child even through non-verbal ways
- Picture point communication board (software: BoardMaker)
Picture Exchange Communication System (PECS) - Break card ("breaks" and "low time" - rather than becoming anxious or frustrated)
- Choice cards - allows a degree of independence
- Voice Output Communicatoin Aids (VOCA's) (side note: used in other medical conditions that impair communication)
- Talk Pad
- Voice in the Box
- Cheap Talk 4
- Step-by-step Communicator - Language Master (record short verbal messages)
- Tape recorder (deliver longer messages)
"High" Technology
Computers have been proven to increase the following behavours
- Focused attention
- Overall attention span
- Fine motor skills
- In-seat behaviour
- Independence
- be observant and aware of non verbal cues (facial expressions and gestures)
- tantrums can occur if child is misunderstood or ignored - establish what upsets your child so you know how to handle the situation
- a lot of children are hyper or under-sensitive to sound, light, touch, smell and taste - know what triggers positive or negative behaviours
- Music therapy
- Play therapy
- Art therapy (improves the ability of the child in the following areas: imagination, recognition of facial expressions, fine motor skills)
- Build his interests
- Teach activities with simple steps
- Involve the family members
- Have a predictable schedule
- Provide reinforcement of behaviours