Teaching Students with Autism Spectrum Disorders

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Chapter Three Teaching Students with Autism Spectrum Disorders Prizant, B., and Duncan, J. (1981) “The functions of immediate echolalia in autistic children, “Journal of Speech and Hearing Disorders, 46. • using role play • using numerous commercially available materials (e.g., board games, cards workbooks, software) Echolalia Some students with ASD demonstrate echolalia, the literal repetition of words or phrases from language of other people. Young children use echolalia as part of normal language development. In ASD, some learners seem to stop developing at this level of language growth. Echolalia can be either immediate and/or delayed. The student may repeat what was just heard or may repeat it later, sometimes many months or years later. Immediate echolalia can be used as a teaching tool. The echolalic speech phrase can be shaped by using speech rules and by using the echolalic skill to model more appropriate language. For example, when a student echoes back questions, the teacher can shape the response by modeling the appropriate response and reinforcing the use of the appropriate response when the student echoes it. This type of strategy is highly individualized, and it may be appropriate to consult with the speech-language pathologist for specific suggestions for the individual student. It also can be effective to interrupt the child as soon as s/he begins to echo the speakers response and in turn model an appropriate response in place. Delayed echolalic utterances may have no obvious meaning for the listener. Students with ASD frequently repeat television commercials word for word. To understand the function of language behaviour, it is helpful to think of it as a chunk of language that has been stored without regard for meaning. A situation or emotion may trigger the use of the speech, even if it seems to have no connection to the situation. It is important not to assume that the student understands the content of the echolalic speech being used. When possible, try to determine the situation that has elicited the speech and prompt the appropriate language to use for that situation. In one example, when a student echoed the script from a TV cola advertisement, this meant that the student was thirsty. The teacher tested this possibility by verbally prompting with a statement such as “You feel thirsty and want a drink.” Sometimes families and teachers never figure out a logical connection for delayed echolalic utterances. Use alternative or augmentative communication systems Many students benefit from the use of an augmentative communication system. An augmentative communication system is any approach that supports, enhances, or adds to the way a person tells you something. It may be used with non-verbal students and also for students who have verbal expression, but who appear unable to use speech in a functional way to express wants and needs. 40 Teaching Students with Autism Spectrum Disorders
Teaching Students with Autism Spectrum Disorders Chapter Three For additional information on PECS, see Frost L. A., and Bondy. A. S. (1994) The Picture Exchange Communication System. http://www.pecs.com Alphatalker, Prentke Romich Company www.prentrom.com/ Programming for Individual Needs: Using Technology to Enhance Student’s Differing Abilities (1996), Department of Education, Government of Newfoundland and Labrador Augmentative communication systems can range from low-tech (those not requiring any power source) to high-tech (those systems that require power). Alternative communication may include: • using gestures or body actions to convey meaning (e.g., shaking the head to express negativity) • using real objects to convey messages (e.g., bringing a jacket to ask to go home) • using picture representations (e.g., the Picture Exchange System, [PECS]) • using the voice without conventional words (e.g., saying “Ahah-ah” to indicate need for the toilet) • using sign language gestures from a conventional, non-verbal, formal language (e.g., American Sign Language or Signed English) • using a voice output communication aid (VOCA) (e.g., Alphatalker) Deciding to implement an alternative or augmentative communication system, and selecting the type of system, are decisions that should be made carefully based on an assessment of the learner’s cognitive ability, skills, interests, and motor abilities. One should also be wary of augmentative communication systems that solely rely on subjective-based evidence instead of objective-based evidence. The spectrum of choices for augmentative communication systems can be illustrated as a continuum: highly abstract signing 9 written sentences 9 written phrases 9 drawings 9 photographs 9 gestures 9 miniature objects concrete full-sized objects Parents are key players in such decisions, as the communication system must be used both at school and at home to be effective. The speech-language pathologist well-versed in ABA methodologies or other professionals with expertise in augmentative communication systems may be important sources of expertise to help with the decision. The teacher’s role is often to implement the communication system and to support the student in learning to use technology that will either supplement or be a substitute for verbal language. Teaching Students with Autism Spectrum Disorders 41
Page 1 and 2: TEACHING STUDENTS WITH AUTISM SPECT
Page 3 and 4: Table of Contents Acknowledgments .
Page 5: Table of Contents (cont’d) Append
Page 8 and 9: ii Teaching Students with Autism Sp
Page 10 and 11: Introduction The final section of t
Page 12 and 13: Chapter One What Is Autism? Bryson,
Page 14 and 15: Chapter One What Is Autism? Reprint
Page 16 and 17: Chapter One What Is Autism? The DSM
Page 18 and 19: Chapter One What Is Autism? Childho
Page 20 and 21: Chapter Two Characteristics Associa
Page 32 and 33: Chapter Three Teaching Students wit
Page 62 and 63: Chapter Four Managing Challenging B
Page 76 and 77: Chapter Five Students with Asperger
Page 82 and 83: Chapter Six Transition Planning For
Page 84 and 85: Chapter Six Transition Planning The
Page 86 and 87: Chapter Six Transition Planning Gra
Page 88 and 89: Chapter Six Transition Planning In
Page 90 and 91: Chapter Seven Assessment and Evalua
Page 92 and 93: Chapter Eight Planning Support for
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Chapter Eight Planning Support for
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Appendices These appendices contain
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Appendix B Hierarchy of Prompts Pro
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Appendix D Name:___________________
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Appendix E Home-School Communicatio
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Appendix F Communication Dictionary
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Appendix H The Components of a Beha
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Appendix I Tips for Teaching High F
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Appendix I 13. If that doesn’t wo
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Appendix K Integrating Student’s
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Resources Consultative and Support
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Resources Print Resources The follo
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Resources Do-watch-listen-say: Soci
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Targeting autism: What we know, don
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Resources Assessment Tools Assessme
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References This section includes so
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References Durand, V.M., & Crimmins
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References Hodgdon, L. (1991). Solv
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References McGinnis, E., & Goldstei
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References Rourke, B.P. (1989). Non
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138 Education Guidelines for Referr
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Step 1: Guidelines for Referral Pro
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Step 2 - A: *** Note: A psychologic
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Referral for Consultation School Ps
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SCHOOL DISTRICT _____________ PAREN
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Teaching Students with Autism Spectrum Disorders

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