Enhancing Communication

1
Enhancing Communication

• Robin Tilwick
• Debbie Drayton Nelson
• START Conference
• April 28, 2005

2
A little about us

• Self-contained program for children with ASD
• Preschool aged students
• Ages 3-4
• Ages 4-6

3
Communication Deficits Affect.
Behavior
Socialization
Academics
4
What Drives Communication in Individuals with ASD?

• Immediate needs/desires
• Need for sameness (repetitive, predictable)
• Idiosyncratic interests

5
Basic Philosophy

• Communication is taking place.
• We must expect it.
• We must look for it
• We must recognize it.
• We must plan for it.
• We must shape it.
• We must reinforce it.

6
Goal of all teaching is to.

• Develop functional skills
• Foster and develop independence

7
Intervention should reflect

• Individuals current level of performance
• Varied approaches to intervention
• Core characteristics of Autism Spectrum Disorder

8
How do we reflect our philosophy

• Assessment of Communication
• What are they doing?
• How are they doing it?
• Whom are they doing it with?
• Where are they doing it?
• When are they doing it?
• How often?
• (Reflecting individuals current level of
  performance.)

9
Intervention

• Capitalize on childs strengths
• Meet individual needs
• Provide for initial teaching, practice and
  generalization
• Emphasize functional communication and foster
  independence

10
Where do we start?

• Improve joint attention
• Improve early social/communicative turn taking
• Increase tolerance of others and interactions
  with others

11
Where do we start?

• Develop ability to get needs/wants known make
  choices and indicate preferences
• Replace less desirable behaviors with more
  desirable.
• Improve understanding of functional directions
  and daily routines.
• Increase understanding of core vocabulary

12
Developing a Communication Environment
13
Set the stage

• Philosophical stage
• Physical environment
• Time

14
Developing Communication Skills

• Must occur all day every day with many different
  people.
• Embedded within the curriculum and all
  activities.

15
Developing a Communication Environment

• ALWAYS have a childs communication system
  available
• Use predictable routines to help them know how to
  participate in an activity
• Use visual supports to support the communication
  of basic needs and desires

16
Snack at Bowling
I Want Pudding.
I Want Kit Kat.
17
PECS in Gross Motor Room
Easel is always set up and ready for children.
I Want bowling
18
Physical Environment

• Help student get ready to learn
• Limit distractions
• Enhance understanding
• Establish need

19

• Provide motivation
• Tap into their strengths
• Provide reinforcement, practice and
  generalization

20
Establishing the Need

• Manipulate the environment
• In sight but out of reach.
• Available but inoperable
• Small quantities

21
Time and Opportunities

• Expect communication
• Set communication enhancement and development a
  priority.
• Plan for communication opportunities
• Give the child time .

22
Manipulate the Situation

• Give small pieces or amounts
• Give the wrong thing
• Add a surprise element

23
Manipulate the Situation

• Be quiet
• Act unaware
• Provide choices

24
Provide Communication Support

• Provide Visual Cues
• To facilitate understanding and organization
• To demonstrate/clarify how to respond
• To minimize failure and maximize success

25
Different Approaches

• 1) Adult directed
• 2) Child led
• 3) Facilitator-Responder

26
Teach Routines
27
Teach Routines

• What is a routine?
• Why teach them?
• How do they help?

• Something we do the same say every day.
• Help child make sense of the world.
• They are repetitive and predictable
• Meaning becomes clearer over time.
• More interactive overtime
• Vehicle for teaching additional skills

28
Learning to Request
29

• Picture Exchange Communication System
• Actions and Gestures
• Words and phrases

30
Making Needs Known
31
Making Needs Known

• Asking for help
• Yes/No
• Making choices

32
Is it Functional?
33
Daniel says it best...

• If my possessions were taken from me with one
  exception, I would choose to keep the power of
  communication, for by it I would soon regain all
  the rest
• Daniel Webster