Supporting Communication

Add common communication things we see – go more into support strategies Add an iceberg here as an intro to what we see in autism and communication Echolalia Asking repetitive questions Non-verbal Misinterpreting Concrete and literal Using big words Delayed response Add a role play of how to teach pairing with an object Jim on the fly social story – we need a mix of hi and low tech communication resources (Emily and Jenny to collaborate on iPad) – Jeremy is putting together where to get iPads from for the worksheet 30 minutes on apps and worksheet development (J,J, E) For Mid-Valley: Just what it looks like but not how to make it for technology use OTAC Advanced Hands-On Autism Training Supporting Communication

Autism and Communication Difficulty with communication is often a characteristic of autism and can affect both a person’s expressive and receptive language The inability to effectively communicate is a common setting event and trigger Communication can also be the function of the behavior we observe OTAC Advanced Hands-On Autism Training

Autism and Communication • What we teach and How we teach communication will be based on the person’s strengths and interests • We have to learn to listen in a new way based on understanding characteristics of autism • Include everyone in the process, especially the person! OTAC Advanced Hands-On Autism Training

Using repetitive and rigid language • Uneven language development • Confusing pronouns • Using big words • Delayed response • Asking for one thing when they need another • Scripting from TV shows • Hum and talk in a music like way • Using challenging behavior to meet their needs Autism • Impairments in social use of language • Difficulty combining or integrating ideas • Difficulty telling relevant from irrelevant • Concrete and literal thinking patterns • Difficulty understanding contradictory information OTAC Advanced Hands-On Autism Training

Red Flags Does the person use challenging behavior to meet their needs? Do you feel like an interpreter? Does the person rely heavily on routines? Do you “just know” what the person wants? Does the person struggle with transitions? That a functional communication assessment is needed! OTAC Advanced Hands-On Autism Training

Why do we need to teach a person a new way to communicate if WE already know what they want? “If you are always the skilled partner, the interpreter, you are preventing success without you.” -Britteny Asher OTAC Advanced Hands-On Autism Training

Assessing Communication Spend Time with the person! Actions speak louder than words! Build rapport! OTAC Advanced Hands-On Autism Training

Assessing Communication Observe at Baseline And During Escalation OTAC Advanced Hands-On Autism Training

Assessing Communication:Assess the following- Interactions with people and items How the person gets their needs met Receptive Communication Expressive Communication OTAC Advanced Hands-On Autism Training

Using the Communication Chart A tool to assess current communication skills and streamline supports OTAC Advanced Hands-On Autism Training

Levels of Representation Eat Picture Drawing Word • Object Least Abstract Most Abstract OTAC Advanced Hands-On Autism Training

Vital Communication Skills • Communicating basic needs • Eat • Drink • Break – Rest – Stress reducers • Bathroom • Pain/Discomfort • Help • Communicating preferences OTAC Advanced Hands-On Autism Training

Remember… TEACH when a person is happy and doing well. PROMPT during escalation if a skill has already been taught. OTAC Advanced Hands-On Autism Training

Consider This: Overall Basic Needs • What is the person’s current technique? • Are they able to get their basic needs met without assistance? Do they recognize their needs? • Start with the level of representation that will work on their worst day. Efficiency is key! • Model, teach, shape, provide opportunities for practice, and help them get it right • Use the communication chart to help new people to be successful • Support objects, photos, drawing, technology, written words, and verbal language OTAC Advanced Hands-On Autism Training

Consider This: Communicating Preferences • How does the person communicate they want something that they can or cannot see? • Common requests: • Entertainment • Social connection • Going places • Snacks - treats • Sensory supports • How is the person currently saying yes and no? • Model and teach based on what currently works • Shape a more universally understood yes and no • Provide opportunities for practice OTAC Advanced Hands-On Autism Training

Communicating Choice • Choice boards offer an opportunity to expand repertoire of activities and interests • Provides a sense of control and independence! • Examples of choice making include: • Choosing own clothes or shoes daily at home • Identifying activities or materials for a given activity • Deciding what they want to eat • Choosing how to spend their leisure time OTAC Advanced Hands-On Autism Training

Choice Boards OTAC_Advanced Hands-on Autism

Pairing You want an Apple. OTAC Advanced Hands-On Autism Training

Communication System Examples OTAC Advanced Hands-On Autism Training

A social story is used to accurately share social information • Describes a skill, situation or concept to help improve an individual’s understanding of a particular situation Social Stories

The story should include a skill the person already has! • Consider how the person receives information best when developing this support • Pictures, written words, video etc… “Remember, you are an author!”

Written in first person, present tense language • Explanation of the “why” behind people’s actions • Perceived thought/emotions of others • Avoid the use of inflexible terms such as “I always” or “I will” • Focuses on the motivation of the behavior, not the behavior of concern • Information about social cues, such as reactions they may experience from others • Suggestion of desired responses (include the skill the person has) “Quick tips to remember!”

Improved understanding “Is the goal to change the person’s behavior?” Effective Responses

Jim needed support with understanding “why” strangers became upset and uncomfortable when he took their photo • Jim’s social story was developed using the “quick tips.” We incorporated photos of him and used written words, as this is how Jim learns best • We role-played with Jim to help him practice his new skills • Jim was able to apply this understanding in different settings! Jim’s Social Story Example

To Review… • Communication systems need to work on the persons worst day • It must be more efficient than challenging behavior • Communication may be the functional alternative behavior • It is ok to use multiple levels of representation • It is important to ask for things you can and cannot see • Provide teaching and learning opportunities OTAC Advanced Hands-On Autism Training

References • Building a Successful Communication System presentation October 2011 – Britteny Asher M.S. CCC-SLP • Teaching Children with Autism: Strategies to Enhance Communication and Socialization. Quill, Kathleen Ann. New York: Delmar, 1995. Print. OTAC Advanced Hands-On Autism Training

Supporting Communication