2.4 Communication Technology And Autism Case Study

People with Autism can have difficulties with trying to make friends. They tend to appear cold and aloof, and they prefer to be alone. [2] The service user will have difficulties talking to others and the service user might need other ways of communicating for example, they might need PECS to help them. The Picture Exchange Communication System helps people who struggle with their speech and need help identifying everyday things. PECS also helps the service user spell and distinguish different letters and their sounds.

People with autism experience what professionals call the Triad of Impairments, part of this trio is communication. They have difficulty processing and remembering verbal information. Problems lie in using language effectively, Common problems are lack of eye contact, poor attention, being able to point objects to others, and difficulty with the 'give and take ' in normal conversation. Some individuals sometimes use language in unusual ways, retaining features of earlier stages of language development for long periods or throughout their lives. Some speak only single words, while others repeat a mimicked phrase over and over The body language of people with autism can be difficult for other people to understand. Facial

It is estimated that one in every sixty eight children will be diagnosed with autism spectrum disorder (CDC, 2014). In schools around the country these students are struggling in their classroom environment due to deficits in three areas; communication skills, social skills, and repetitive behaviors or interest (Marder & Fraser, 2012). Implementing the use of technology in the classroom like iPad, iPod, android tablets, e-readers, and computers is beneficial to students with autism spectrum disorder. It can increase communication skills, can help make their classroom experience more pleasant, and it gives them the best chance at success.

This system of communication makes easier for the person with autism to let others know what their need or want, as well as reducing the frustration of the person with autism for not being able to communicate. Indeed, The Picture Exchange Communication System has many positive aspects and is a well-organized and supervised system.

Therefore, because students with autism have difficulty processing the most obvious information environments, it is essential to incorporate visual instruction, visual organization, and visual clarity. Visual supports allow students with autism to engage in life. In addition, providing visual cues provide opportunities of structure, routine, and sequence that many children with autism required to participate in daily activities. Furthermore, providing visual supports combined with systematic instruction provides the opportunity to ensure learned skills, while promoting high levels of engagement. Communication is essential and has a significant purpose for a child with autism spectrum disorder. It is necessary to build on these communication skills, once a student understands how to interact with others and communicate wants and needs the student will improve their quality of life. Understanding your student’s strengths and weaknesses, talents and interests, and other areas of difficulties will allow opportunities to create design effective approaches and strategies that can substantially affect your student in every phase of their

Some individuals with autism may use symbols to support themselves when they are communicating. For example, they could arrange the symbols in a certain way on a board or on their computer screen to assist with communicating. On some occasions the symbols have words written underneath which can help the ‘listener’ if they are not familiar with the particular symbol.

Information Communication Technology (ICT) is essential in classrooms for producing significant improvements in children’s reading ability (identification of letters, words, and sentences) in children with Autism Spectrum Disorder (ASD). Research conducted by Hagiwara & Smith Myles (1999) their conclusion was that visual cues used to explain social stories help children to understand the meaning behind the text. Howley and Arnold (2005) reflect the way in which a Social Story presented may be key to the success of the intervention used in improving literacy in children with Autism. For younger children, having the freedom to explore and reflect on the effectiveness of their actions through a combination of sensory and cognitive processing,

One last assistive technology that could benefit a student with autism is a schedule with picture representation. This can be very beneficial to a student because they could identify a certain task or daily activity with a color or object. The website, Assistive Technology for Students With Autism (n.d.) claims that “If a child prefers the color red, and the Picture Communication Symbol (PCS) for "lunch" has a red apple as well as a brown sandwich and orange juice, the child may only process the apple, as it contains his preferred color.” This is a very cool concept because I think it would be an easy way to keep a student on task. Even I use symbols or colors to associate certain things with an activity or task.

For example, autistic children often use “picture boards” to communicate with others or learn a daily routine. The efficacy of visual instruction may generalize to higher-level skills such as social interaction. Ganz, Kaylor, Bourgeois, and Hadden (2008) used visual cues while instructing three children with ASD to follow social scripts. This study expanded on previous findings that autistic children who are taught to perform social scripts demonstrate improved conversational skills. For each child, the researchers created three scripts for different activities such as playing in a sandbox or coloring. A script consisted of short sentences the child could say while conversing with a peer about the activity. Each child was first taught his or her scripts to mastery. Research established baseline performance by instructing the child to perform a script with a peer for the first time. During the conversation, the participant received no other cues. Each child subsequently underwent intervention sessions, during which they were shown cue cards with appropriate lines of their script accompanied by a picture as they conversed with their peer. Lastly, the child was again required to perform the script without cues in a return-to-baseline condition. During baseline, intervention, and return sessions, researchers noted the verbal statements that the participant made, categorizing statements as scripted, unscripted, and preservative. Unscripted speech consisted of any statements not in the script, and unscripted statements were also categorized as preservative if they were repetitions of a previously spoken statement or out-of-context sentences. Researchers responded to perseverative statements discouragingly by showing a “shhh” card containing a drawing of a face with an index finger over the

Autism is not only one form of autism. The first form of autism is autistic disorder, then there is asperger’s disorder and finally there is pervasive disorder.The first is autistic disorder, which is when the individual has problems with their communication, with their social skills, and behaviors that are repetitive or excessive.. Asperger’s disorder only affects people in the way that they have problems with their behavior but they don’t have any language delay. Pervasive disorder is almost like autistic disorder and asperger’s disorder except it doesn’t reach that level of autism it is just autism in a child but with very low chance of having the same delays in language and behavior as in the other two forms of autism.

Autism spectrum disorder (ASD) is a brain-based condition – that is, where the brain hasn’t developed in a typical way. Although no two children with ASD are the same, they all face challenges in interacting

Escobedo, Nguyen, Boyd, Hirano and Randgel (2012) studied the effects of a mobile assistive technology named MOSOCO: A Mobile Assistive Tool to Support Children with Autism Practicing Social Skills in Real-Life Situations. The cohort study observed twelve children, three who were autistic and nine who were neurotypical (NT), between the ages of eight and eleven year olds

As indicated by the Diagnostic and Statistical Manual of Mental Disorders (DSM-V), Autistic Spectrum condition is a gathering of modifications which show up in the vicinity of 12 and 14 months of age and is portrayed by social cooperation and correspondence issues and dreary conduct [1,2]. Studies unmask that there was an swell in ASD in crisp years. .A few creators have credited this to a more noteworthy mindfulness[3] , acknowledgment, and determination of the confusion and the way that less extreme cases being incorporated into the range[4] ; notwithstanding constant changes in the meaning of ASD[5]. Since the something said in public of readily moved flat structures there has been a very great adjustment from tabletop knowledge processing machines to computer-helped

Ever since my little brother, Daniel, was diagnosed with autism, it has been difficult to communicate with him because of his inability to articulate words. At first my family and I tried to teach him basic words and introduce sign language to him. With each attempt, he smiled and replied with his favorite word, “buh”! One day when I was playing Runescape, it hit me. The solution was right in front of me: technology. Waiting patiently as the slow dial-up internet loaded each page, I came across a simple soundboard and asked my mother to purchase it. On the day of arrival, my family and I spent the evening assigning sound recordings to each button and adding pictures next to them. After we showed Daniel how the soundboard worked, I was bewildered when he had pushed the “I want” button and the picture of the food he desired. Because of technology,

Three college students with ASD participated in this study. Participants were required to (a) have a diagnosis of ASD according to the current criteria in the DSM-5 (APA, 2013), (b) be enrolled at least part-time at a community college or university, (c) be between the ages of 18-22, (d) speak in full sentence phrases, and (e) make very few or no social inquiries in conversation (defined as two or fewer questions in a 10 minute intake screening conversation). Participants were recruited for this investigation from a pool of individuals requesting services from a local university-based autism center.