Presentation on theme: "Technology to Facilitate the Inclusion of Children With Autism Spectrum Disorder."— Presentation transcript:
Technology to Facilitate the Inclusion of Children With Autism Spectrum Disorder
Dr. C this page will NOT be presented and is simply a reference to the abstract you wrote… just an easy reference to for us to keep in mind…. Following the conclusion of this workshop participants will: Learning Outcomes: 1.Describe how hardware such as the iPad, iTouch, and Augmentative and Alternative Communication (AAC) devices can be used for teaching and facilitating inclusionary opportunities. 2.Describe various applications that can be used to promote health, education, and employment. 3.Describe guidelines for determining whether a person with ASD would benefit from the use of technology.
Michael J. Cameron, Ph.D., BCBA-D firstname.lastname@example.org Elizabeth Fraines, M.A email@example.com
Introduction The purpose of this presentation is to show how technology can be used for teaching individuals with Autism Spectrum Disorder and facilitating inclusion in the home, community, school, and workplace. We will be presenting case studies demonstrating how technology has impacted the health, education, and employment of people with autism.
Applied Behavior Analysis (ABA) ABA is a science that involves methods and procedures that have been validated by experimental research ABA uses methods to measure behavior and evaluate progress The goal of ABA is facilitate enduring behavioral changes resulting in enhanced quality of life Diverse applications of behavior analysis (e.g., for the treatment of children and adults with diverse diagnoses and autism)
Proven Effectiveness ABA and the use of augmentative communication devices especially when delivered in the context of an interdisciplinary team, has been proven to be the most effective discipline in improving communication, social interaction, cognitive skills, self-help skills, and reducing challenging behaviors Build skills to teach critical repertoires and to crowd out challenging behavior
Inter-Disciplinary Team Approach across environments ABA and Augmentative communication devices have the best results when used across environments (home, school,community, and therapy sessions) Physician Speech and Language Pathologist Physical Therapist Occupational Therapist Psychologist Teachers Psychiatrist Nutritionist
Implementing Positive Reinforcement Effectively with New Devices/Technology First impressions count: Make sure the first exposure to the new technology or device is fun, easy, reinforcing The devices does not provoke behavior that is contraindicated Pair the new device with reinforcing items and activities If the child has no interest in new device or technology; Reinforce immediately with upon simply touching the device! Specify clearly the context, or conditions under which a given response will be reinforced Provide an adequate amount of reinforcement Assess whether this item is appropriate for your child; be sure she or he may be need an alternative that better suits needs Test run devices before purchasing
Augmentative Communication Augmentative and alternative communication (AAC) is an umbrella term that encompasses methods of communication for those with impairments or restrictions on the production or comprehension of spoken or written language AAC systems are extremely diverse and depend on the capabilities of the user. They may be as basic as pictures on a board that the user requests food, drink, or other care with; or they can be advanced speech generating devices based on speech synthesis that are capable of storing hundreds of phrases and wordsspeech generating devices Communication systems can be used for children and adults that have lost skills or developing communication skills http://www.youtube.com/watch?v=ZrELOV Wnp28&feature=related http://www.youtube.com/watch?v=ZrELOV Wnp28&feature=related
RESOURCES Augmentative Communication News http://www.augcominc.com/ American Speech Language Hearing Society http://www.asha.org International Society for Augmentative & Alternative Communication http://www.isaac-online.org
PECS Picture Exchange Communication System A communication-training program to help children acquire functional communication skills. Children using PECS are taught to give a picture of a desired item to a communicative partner in exchange for the item, thus initiating a communicative act for a concrete outcome within a social context (Bondy & Frost, 1994).
Dynavox communication device Communication device with 2-20 or more pre- programmed page sets
Dynavox: Case presentation of a child with autism with severe speech delays Child is 11 years old who is low to moderately functioning Middle school student in the 6 th grade Enrolled in a special education class fulltime Works on academics on the 2 nd -3 rd grade level
Proloquo2Go A product from AssistiveWare that provides a full-featured communication solution for people who have difficulty speaking. It brings natural sounding text-to-speech voices, close to 8000 up-to-date symbols, powerful automatic conjugations, a large default vocabulary, full expandability and extreme ease of use to the iPhone, iPod touch and iPad. http://www.proloquo2go.com/
Behavioral Momentum o Involves the process of making events or requests easy for an individual before presenting more difficult demands o Errorless Compliance Training is a nonintrusive approach for teaching children to cooperate with their parents o Based on the work of Ducharme: http://bit.ly/jOIT5x
Behavioral Cusps A behavioral cusp is a special type of behavior change because it provides the learner with opportunities to access (1) new reinforcers, (2) new contingencies, (3) new environments, (4) new related behaviors (generativeness), (5) competition with problem behaviors, and it (6) impacts the people around the learner, and (7) these people agree to the behavior change and support its development after the intervention is removed.
Self-Help Skills Specific Task Analysis for Doing Laundry at Home 1. Remove clothes from laundry basket 2. Separate white clothes from colored clothes 3. Put in two separate piles 4. Open the washer lid 5. Put either pile in washer 6. Remove the cap from the bottle of liquid detergent 7. Pour correct amount into measuring cup 8. Replace the cap to the bottle of liquid detergent 9. Pour detergent from measuring cup into washer 10. Close washer lid 11. Press the button for the desired setting 12. Press the button to start washer 13. When last cycle has finished remove clothes from washer 14. Put clothes in dryer 15. Close dryer door 16. Press the button to select the desired setting 17. Press the button to start dryer 18. When dryer stops remove clothes from dryer 19. Put clothes in laundry basket 20. Remove lint from dryer filter and discard 21. Fold and put away clothes
Robin Palm, M.S., BCBA Director of Client Services 818-730-5393 firstname.lastname@example.org http://www.pacificchildandfamily.com/