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