Communication training for children with autism
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Communication Training for Children with Autism. Combining Applied Verbal Behavior and Social-Emotional Approaches. By Tracy Vail, MS,CCC/SLP Let’s Talk Speech and Language Services, Inc. Basic Goals of Teaching. Learning is Fun! Base new learning on old learning

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Communication Training for Children with Autism

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Communication training for children with autism

Communication Training for Children with Autism

Combining Applied Verbal Behavior and

Social-Emotional Approaches

By

Tracy Vail, MS,CCC/SLP

Let’s Talk Speech and Language Services, Inc


Basic goals of teaching

Basic Goals of Teaching

  • Learning is Fun!

  • Base new learning on old learning

  • Communication is valuable

  • Keep the child successful

  • People are fun to be with!


Learn the child

Learn the Child

  • How does the child respond to a variety of smells?

  • What does the child like to look at?

  • How does the child respond to a variety of touches/textures?

  • How does the child respond to a variety of sounds?

  • How does the child respond to a variety of tastes?


Be a provider of all good things

Be a Provider of “All Good Things”

  • Based on what you learn about the child, provide their favorite things with no demands.

  • Engage the child in play with favorite things. Never let the child play with the items alone.

  • Produce sounds/words consistently while engaging with the toys.

  • Once the child is engaged, he/she is ready to learn!


Engagement

Engagement


Produce sounds while playing

Produce Sounds While Playing


Reinforce all attempts to vocalize

Reinforce all Attempts to Vocalize


Teach the child to request

Teach The Child To Request

  • Gives the child the power of communication

  • Teach “I talk, I get”.

  • Replaces maladaptive behaviors

  • Serves as the basis for teaching all other functions of communicating.


Choosing a response form

Choosing a Response Form

  • Vocal- For children who can produce sounds and/or word approximations.

  • Sign Language- For children who can imitate motor movements but aren’t yet talking.

  • Picture Exchange/Object Exchange- For children who are unable to learn signs or used in conjunction with signs.

  • Voice Output Devices- For children with poor motor control and unable to use other methods.


Shaping vocal requests

Shaping Vocal Requests


Shaping vocal requests1

Shaping Vocal Requests


Moving from signs to vocal

Moving from Signs to Vocal


Teaching concepts through requesting

Teaching Concepts through Requesting


Teach the child to request information

Teach the Child to Request Information


Teach concepts through requesting

Teach Concepts through Requesting


To teach signs

To Teach Signs

  • Provide a great deal of touch during play so the child can tolerate hand over hand prompting.

  • Teach the child to imitate gross motor movements.

  • Say the word when you model the sign, as you prompt the child to produce the sign, and as you give them the item.


Pairing signs with favorite toys

Pairing Signs with Favorite Toys


Model choices

Model Choices


Provide full prompts then fade

Provide Full Prompts then Fade


Combining signs

Combining Signs


Don t drop signs too quickly

Don’t Drop Signs Too Quickly!


Watch for confusion as vocals develop

Watch for Confusion as Vocals Develop


Teaching pecs

Teaching PECS

  • Requires two people for initial teaching.

  • Be sure to say nothing before picture is given.

  • Say the name of the item as the child hands you the picture and as you deliver the item.

  • Gradually add in distractor pictures and fade the prompts.


Picture exchange communication system

Picture Exchange Communication System


Picture communication boards

Picture Communication Boards


Teach the child to imitate

Teach the Child to Imitate

  • Imitation of motor movements leads to spontaneous imitation of others in the natural environment.

  • Imitation is very important to increase incidental learning.

  • Teach both motor and vocal imitation.


Vocal imitation

Vocal Imitation


Use mastered requests to teach other functions of language

Use Mastered Requests to Teach other Functions of Language

  • Receptive Responses- Touch, find, get the, give me (child responds to directions)

  • Labels- fill-ins first then ask questions. The child does not get the item for labeling

  • Labels can be taught from requests because the child’s behavior is the same.

  • Most children who learn to request first, will label as they receptively identify objects.


Fill ins with books

Fill-ins with Books


Fill ins with books1

Fill-ins with Books


Fill ins with songs

Fill-ins with Songs


Fill in songs

Fill-in Songs


Mix receptive labeling imitation and requesting

Mix Receptive, Labeling, Imitation and Requesting


Once mastered with objects move to pictures

Once Mastered with Objects, Move to Pictures


Teach links between words

Teach “Links” between Words

  • Teach features of objects- Adjectives, parts

  • Teach functions of objects- what do we do with things?

  • Teach classes of objects- How can things be grouped?

  • Begin by having the child fill-in the word after you provide the FFC.

  • Then, fill in the FFC when you provide the word.


Intensive teaching of ffcs

Intensive Teaching of FFCs


Use favorite videos to teach story comprehension

Use Favorite Videos to Teach Story Comprehension


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