Delprato’s (2001) comparison of 10 studies involving discrete-trail training and normalized behavioral language interventions for young children yielded evidence overwhelmingly in favor of more normalized methods of loosely structured instructional sessions in natural situations following the child’s initiation. Yet despite this research, children with autism are often taught within ABA programs that yield marginal results in terms of language development and social interaction and reciprocity. AAC instruction and training for children with autism has traditionally utilized a non-interactive, stimulus response training methodology (Buekelman & Mirenda, 1992; Goosens’, Crain & Elder, 1992). Buekelman and Mirenda have proposed that the ineffective use of AAC by users is the result of limited opportunities for learning within a natural and functional context. Thus it seems reasonable to question the strategies and settings utilized to teach young children with autism the very skills that are the core deficits of the diagnosis itself. It also seems imperative to question the organization of AAC systems that emphasize this same form over function.
Greenspan (1997) proposed strategies for teaching young children with autism that dovetail nicely with learning in more normalized situations. His social emotional D.I.R. (Developmental-Individual Difference-Relationship Based) model stresses interaction that hinges on the child’s emotional regulation and initiation. The Greenspan and Wieder (1997) study of 200 children on the autism spectrum utilizing a play based “floortime” approach that stressed interaction and following the child’s lead yielded good to outstanding results for 58% for the children, medium results for 24% and ongoing difficulties for 17% of the children. Within that bottom 17% of children, are those who were nonverbal with significant motor planning issues. In looking at this population, the need for AAC that is easy to access, able to be utilized in naturalized settings that provide for lots of practice within context and emphasizes reciprocity and emotional regulation is needed. Do we provide conversational based communication or do we provide students with a syntactic based system that involves composing language? Again we have to question AAC systems that traditionally have emphasized form over function for a population of children that have historically been the toughest to reach – those that have made the least progress over time.
Prizant et. Al ( 2005) has provided information as to the function of language when interacting with young children with autism. It is evident that many children with autism get stuck in “request mode” and rarely employ language to greet, make comments, request information or ask questions. This sounds fairly similar to research concerning AAC use in general and again demands us to ask the form versus function question once again. Soto, 2002)
Significant research exists that supports the efficacy of storybook reading and literacy as an effective strategy for the learning of language (including AAC) for chidren with significant communication disabilities. (Liboiron & Soto, 2006). Storybook reading as also been linked to skill development that are remarkably similar to the core deficits in autism. It is a shared activity that supports vocabulary development (Ninio, 1983). It has been proven helpful in establishing, monitoring and maintaining joint attention (DeLoache & Mendoza, 1985). Storybook reading also limits the context for langue, thus increasing the saliency of the situation (Bellon, et al., 2000). Saliency is a significant issue for children with autism, thus stressing the need for language organization that makes sense to them in a functional way.
This session will focus on practical strategies to scaffold early communication and language instruction with the tango! communication device for children on the autism spectrum. Discussion will focus on how the unique features and organization of the tango! can play a key role in early vocabulary learning, early reciprocal conversation development and self regulation for young children who are at the early engagement level of communication and/or children who have autism . Case examples, hands on materials, and extensive video examples will be the core of this session. Children presented will also include those at the severe end of the spectrum that are often overlooked for AAC consideration and present with the greatest behavioral and learning challenges.
Strategies will be discussed within a more functionally based, naturalized language instruction model, a social-emotional D.I.R. model and within a literacy framework as proposed by the aforementioned researchers. This session will focus on several modes of communication with regards to the needs of children on the autism spectrum.
Highlights of the session will include play based instruction, early conversations, expressing emotions, regulating behavior, experience based communication, early literacy development using AAC and building vocabulary and comprehension.