8833 DIR/Floortime, the iPad and Augmentative Communication: Application in Children with ASD from Birth to Five

Friday, July 15, 2016: 3:00 PM-4:15 PM

Galerie 4 (New Orleans Marriott)

Many children diagnosed with ASD have limited verbal and/or leisure skills. These same children may have a strong interest in technology, but it is not used due to repetitive and self-directed behavior. This presentation will address using the iPad, with DIR/Floortime principles, productively with this population.

Many young children diagnosed with Autism Spectrum Disorder have significant challenges in communication and leisure skills. New technologies, such as the iPad, have great applicability with this population as a method of assistive/augmentative communication, as well as to age-appropriate and community-accepted leisure skills. Many therapists and educators avoid the use of the iPad due to the repetitive and self-directed nature of this technology, or use the iPad solely as a reinforcer, or as a solitary task. As stated by Joan Green, a predominant figure in the field of using augmentative and assistive technology, “As technology continues to become more powerful, less expensive and more portable, it becomes increasingly helpful in improving speech, language, new learning, reasoning and memory. By creating opportunities, as well as removing performance barriers, technology can help us explore new frontiers. The key is to make a GOOD MATCH between the INDIVIDUAL and the TECHNOLOGY being used.” (Green, Joan L. The Ultimate Guide to Assistive Technology in Special Education, Prufrock Press Inc. Waco, Texas,2011)

Language development within the DIR model includes the following levels: –Engagement, Intentionality, Shared Meanings, Comprehension of Language, and Production of Language. Practitioners of the Developmental Individualized Relationship-Based intervention (DIR) stress interaction and play in their work with children. This includes work across all modalities, cognition, language, motor and adaptive skills. Strategies from the DIR methodology can provide successful opportunities to use the iPad in interactive, developmentally appropriate activities. These strategies include setting appropriate expectations of reciprocity, turn-taking and communication. Teaching the students the power of communication, “I can get the things I want, go places, have my needs met”. Using the DIR model in this way, with the iPad, allows for the opportunity to expand communication –commenting versus just labeling.

Please note: The Apps are for use only on the iPad.

Learning Objectives:

Identify and explain the 5 stages of language development according to the Functional Emotional Developmental Levels in DIR.
Describe at least 3 DIR/Floortime strategies for using the iPad for communication with students with severe communication challenges.
List and describe how to use at least 5 iPad apps using DIR-Floortime methodology.

Track: Lifespan 1 - Birth to 5

Content Area: Communication

Presenters:

Michele C. Havens, Ph.D.
Imagine Academy

Michele Havens is currently the DIR Consultant to the Imagine Academy, a school for children with ASD, utilizing DIR-Floortime and ABA). She received her DIR/Floortime certification in 2010. Dr. Havens is a full time Professor at Kean University in Union, NJ, and adjunct at Montclair State University, in Montclair, NJ.

Elisa Chrem, M.A. speech/language and ed leadership
Principal, Imagine Academy
Imagine Academy

Ms. Chrem holds a Masters Degree in Speech Language Pathology and in Educational Leadership. Elisa has extensive training and experience in Augmentative Alternative Communication. She has worked with children with Autism from Early Intervention through 21. She is trained in DIR, Visual Cognitive Therapy, PROMPT and the Lindamood Bell Programs.

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