|
| Using Multiple Modalities to Enhance Communication in Children with Autism Spectrum Disorders |
| Saturday, May 27, 2006 |
| 1:00 PM–2:20 PM |
| Chicago A-F |
| Area: AUT; Domain: Applied Research |
| Chair: Stephanie Lockshin (Institute for Child Development, State University of New York, Binghamton) |
| Discussant: Stephanie Lockshin (Institute for Child Development, State University of New York, Binghamton) |
| CE Instructor: Stephanie Lockshin, Ph.D. |
| Abstract: One of the defining characteristics of children diagnosed with Autism Spectrum Disorders is a qualitative impairment in communication. The deficits in communication seen in children range from mutism, impaired use of nonverbal communication, limited ability to initiate or sustain conversational exchanges. These deficits present challenges to parents and educators and they clearly impact upon the social/emotional development of children on the spectrum. The papers included in this symposium will present behavioral interventions that have been developed for the purpose of overcoming problems often encountered when trying to teach language to children on the spectrum. |
| |
| Nonverbal Communication: Portable Materials that make use of Pictures for Communication Less Cumbersome. |
| STEPHANIE LOCKSHIN (Institute for Child Development, State University of New York, Binghamton) |
| Abstract: Nonverbal communication has been established as an effective, alternative mode of communication for nonverbal children with autism and pervasive developmental disorder. However, as the children develop the capacity to use multiple pictures to communicate their wants and needs, the use of picture books can be cumbersome and the books may not always be accessible when communication needs arise. The current paper investigates the impact of using a more “user friendly” version of a picture communication system on functional and social usage. |
| |
| Social Scripting to Increase Communication about Affective States in order to Reduce Maladaptive Behavior in a Classroom Setting. |
| ROSE F. EAGLE (Institute for Child Development, State University of New York, Binghamton), Emily Huber Callahan (Institute for Child Development, State University of New York, Binghamton), Stephanie Lockshin (Institute for Child Development, State University of New York, Binghamton) |
| Abstract: The current presentation describes an intervention implemented at the Institute for Child Development focused on providing children with behavioral disorders (including pervasive developmental disorders) tools to increase their ability to communicate about affective states. Teaching children with language delays coping skills presents various challenges, however we have found the use of a variety of visual and written strategies to be helpful. The current paper investigates the effectiveness of using social scripts, symbols, pictures, and other visual cues such as reminder cards on a child’s ability to communicate and regulate affect. |
| |
| Assessment of Preferred Modalities for Instruction. |
| EMILY HUBER CALLAHAN (Institute for Child Development, State University of New York, Binghamton), Sara White (Binghamton University), Latha V. Soorya (Mt. Sinai School of Medicine), Rose F. Eagle (Institute for Child Development, State University of New York, Binghamton), Stephanie Lockshin (Institute for Child Development, State University of New York, Binghamton) |
| Abstract: In young children with limited language abilities, it is often difficult to determine with which language modality instruction should begin: Verbal language? Picture communication? Sign language? The current paper describes an assessment procedure developed at the Institute for Child Development that assists in determining a child’s preferred modality for instruction. Data resulting from the assessment procedure will be presented, as will data related to the external validity of the assessment procedure. |
|
| |