Description Of A Communication Tool For With Children Of Autism

There are many different obstacles autism spectrum individuals have to overcome in their daily lives; social insecurities, eye contact, appropriate spatial awareness etc. But in most cases, their biggest hurdle is mostly their communication skills; it’s been shown that communication impairment is at the heart of autism spectrum disorder (ASD) and that children with ASD can show a wide range of communication skills as discussed by Agius and Vance (2015). According to Agius and Vance, there is up to a 30% positive diagnosis of children with ASD who will forever remain nonverbal (no consistent verbal communication). With such a high percentage of ASD children it is recommended that their communication and learning needs are to be addressed by using the Picture Exchange Communication System (PECS), it has been shown as an effective intervention that addresses individuals with ASD and their learning and communication needs (Ogletree, Morrow-Odom, & Westling, 2015). PECS has helped children and young adults with ASD communicate with those around them; their teachers, peers, parents etc.

Autistic students often find communicating with other people intimidating and confusing – facial expressions and nonverbal cues that other kids would easily pick up on are just harder to comprehend. Robots can look a little bit like humans, but without all those confusing expressions that distract from what a person is saying. The Nao robot has been helping kids with autism learn social cues, as well as different educational lessons for a few years with a fair amount of success. Smaller children working with the robot have learned how to identify the different types of animals in their lessons, and slightly older kids can work with the robot (who provides responses to help them understand their progress) to learn basic reading skills. The robots

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.

Bondy, A. S., & Frost, L. A. (1994). The picture exchange communication system. Focus on Autism and Other Developmental Disabilities, 9(3), 1-19.

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

Communication is a highly defined word that includes “talking” or “words”. That being the key component of talking, is a key component of communication. Communication is the use of both nonverbal and verbal behaviors to be able to tell others what you want, to express feeling, to share ideas and to solve problems big and small. Communication begins long before we learn to talk. In the first few months of life, babies show their interest in communicating by listening to the sound of the human voice. Being able to communicate will not only send clear messages, but be able to understand others message’s as well. The most intensive period of speech and language development is during the first three years of life, a period where the brain is

Individuals diagnosed with Autism Spectrum Disorders (ASDs) often have difficulty communicating with others. This deficit is most evident during the early years when there is limited social interaction or a lack of initiating conversations with peers. Since this is such an important component in the life of a child, many researchers have researched effective interventions to assist with teaching how to initiate conversations with peers.

Individuals with autism demonstrate delays or deficits in social interaction and behaviours. Autism is apparent from early childhood, but can emerge in early adulthood. It is associated with a wide range of possible causes, but genetic factors are the main causes. Children with autism have impairments in cognition, language delays, and lack of or poor social interactions. Lack of communication may force these children to adopt repetitive behaviours such as self-inflicted injuries and violence. The teaching process requires interventions that address the repetitive behaviours, skill development, and play

Purpose of the study This case study examines the effects that the use of picture exchange has in the reduction of the extreme aggressive behavior of a preschooler with autism. Method This study was carried out in a general education preschool classroom during the typical daily play routines.

People with Autism are presented with difficulties with social interactions, in particular, establishing and maintaining relationships. There is a lack of responsiveness to non-verbal forms of communications, like facial expressions, physical gestures and eye contact. Often, they are unable to fully express needs due to being unable to interpret and understand others needs. These lack of social interactions effect their ability to share others interests and activities, which gives the appearance that they are socially distant. The cause of their inability to understand non-verbal forms of communication which causes them to become withdrawn socially; is due to a delay in speech.

People with autism have a lifelong developmental condition that not only affects the way they relate to their environment and interaction with others, but also non-verbal interactions may be misread. (Autism Spectrum

Children with autism often can not make connections that other kids make easily. For example,

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.

Picture Exchange Communication System is one of the most effective strategies to improve communication skills in children with ASD. It involves skills and activities that lead to independence and that involve powerful motivation that drives learning. The skills learned are immediately useful and will continue to be useful in many different settings.

Visual communication is an essential skill use to enhance verbal abilities, especially for children with autism. Our surroundings are filled with visual stimulus such as technologies, billboards, televisions, books and magazines, and even in architecture. Since children with autism struggle with communication skills it is imperative to research all possible avenues of approaches that can lead to the enhancement of communication for children who have autism spectrum disorder (ASD). In the article “Implementing visuals strategies during play groups: The promising effects on social-communication skills for children with autism” written by authors M. Charlop, A. Greenberg, published in the journal of Evidence-based Communication Assessment and Intervention on September 2010. Provides a research study designed to provide visual prompts to enhance play related language throughout each stage of research.