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Introduction - How can assistive technology improve/guide children with Autism Spectrum Disorder who are non-verbal in communication?

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Introduction - How can assistive technology improve/guide children with Autism Spectrum Disorder who are non-verbal in communication?

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Communication is a first-hand method for people to build interpersonal relationships. There are various ways to exchange communications; a verbal communication is the most common modality people use. However, there are alternative ways people communicate. For example, people can use sign language, body language, or alternative communication tools. All types of communication are critical because people establish a common ground with others to convey their thoughts, feelings, information, and opinions. This is the reason that people, regardless of their physical limitations, should be able to participate in communication with other social members. Children with autism spectrum disorder (ASD) have a various range of communication performance skills. Due to their distinctive characteristics, some children with ASD have no problem producing verbal communication, but may have a challenge in considering whether topics are socially acceptable or not. Other children with ASD may not produce verbal communication at all. However, this cannot be a reasonable excuse for them to be excluded from social interactions. Lately, neurotypical people rely on technology to share conversations with others. Reflecting this social trend, the communication skills of children with ASD can get benefits from numerous technological options. From lower degrees of technology to higher, these technological devices can serve as a verbal output for non-verbal children with ASD. I believe the technology can help children with non-verbal ASD participate in social communication as authentically as other neurotypical people.

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Definition
: defined by the Centers for Medicare and Medicaid Services as, "durable medical equipment that provides an individual who has a severe speech impairment with the ability to meet his or her functional speaking needs."

Key points

As known as VOCA (Voice Output Communication Aids)

Computer-based systems capable of storing or generating virtually unlimited numbers of messageses

Recorded a human speech (digitized) or a computer-generated speech (synthesized) or a text-to-speech capacity (as words are typed into the system, they are "spoken" by the device)

Graphic symbols to represent messageses

Activated by finger, headstick, or other method touching an area on the device that corresponds with the desired message

Static display (where input for stored messages is fixed like buttons or keys)

Dynamic display (where the input can be changed quickly and often like a touch computer screen)

(Retrieved from https://at.mo.gov/information-resources-publications/documents/Autism.pdf)

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Mid-tech advice

tactile advice for students to focus on responding and comprehending instructions from simple to complicated level

Message grids on this device can be customized to meet the need of users (individualized advice)

The device is flexible to change whenever it needs (able to record 64 messages by 16 minutes recording time)

Interesting fact about SuperTalker progressive communicator

Switch accessible - This simplifies the complexity of pushing buttons for students who is limited to use muscle tones (e.g. to students who are diagnosed with multiple disabilities, cerebral palsy)

Toy apply cord - A speak-able toy is connected to the device; so that the responds are coming out from the toy not the device. This will give additional motivation and entertainment to non-verbal students to be more interested in engaging to communicate with others

Areas to be used

Communication practice

Comprehending the instruction and responding at an appropriate timing

Engagement

Website URL: https://www.ablenetinc.com/supertalker-progressive-communicator

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Brady - LAMP Intervention: Before, During and After

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LAMP (Language Acquisition through Motor Planning)

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LAMP (Language Acquisition through Motor Planning)

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Definition
: a therapeutic approach using a motor learning skill and a voice output communication aid. This approach offers spontaneous amounts of opportunities for children who have non-verbal with autism to practice communication skills.

5 Key principles
1. Readiness to learn
: By considering individual's sensory integration and emotional and environmental issues, children can get ready to focus on learning
2. Joint Engagement
:  Through sharing activities and events, children learn the aspects of why communication is important and how it is necessary
3. Consistent & Unique Motor plans
: By getting used to the program usage, device will eventually allow fast, natural. and fluent communication
4. Auditory signals
: Which is an output of device. Reminding them children are the one who create the output of auditory. Element of natural language development
5. Natural consequences
: It occurs when a child presses a button from their own device and a communication partner reacts accordingly. Shows the ultimate function of communication.
(Retrieved from https://aacapps.com/lamp/what-is-lamp)

Purpose

Practice a natural consequence of communication

Fluent communication skill

Progress a quality of communication by using more vocabularies

Function

Minimum 80 keys (buttons) with over 6,000 words

Touching buttons is an evidence of motor skill implement

Progressing the complexity of communication and expending vocabularies

1. Hit words: simply touching buttons to say simple words
2. Transition: One buttons have multiple options of vocabularies
e.g. Drink - water, juice/ Food - eat, ate, hungry
3. Full (full level of vocabulary) - more action words, capable to make simple sentences with more options on choosing vocabularies.

Website URL: https://aacapps.com/lamp/

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Augmentative and Alternative Communication (AAC)

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Augmentative and Alternative Communication (AAC)

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Definition
: Augmentative (in addition to) and Alternative (instead of) Communication

: Any method (device, system, or technique) that helps a person who is significantly challenged in verbal communication

Tobii dynavox

1. Access different languages besides English

2. Various types of software to practice communication

Snap+Core First: engaging symbol-based software to grow quantity of communication

Communicator 5: converts text and symbols into clear speech so that children can have independent and flexible communication

Compass: Learn how to communicate under different topics and categories (Have freedom to express individual's thoughts by typing what they want to say)

Snap Scene: take a picture or upload any kind of pictures then record the voice or word for children to learn related to the photos

Adventages of Tobii dynavox system

Increased attention to interaction

Initiation of communication

Use of more vocabulary

Longer interactions

Independence in communication

Website URL: https://www.tobiidynavox.com/en-US/?redirect=true

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Meet Tongtong from China and his power to express himself - Tobii Dynavox Indi

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High technology version of PECS with iPad

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High technology version of PECS with iPad

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"Communication Device" Real Look Autism Episode 8

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The Picture Exchange Communication System (PECS)

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The Picture Exchange Communication System (PECS)

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Idea

By using picture symbols, non-verbal children can communicate independently

One of the kinds of AAC tools (augmentative and alternative communication)

Purpose

Communication skill

Independency

engagement/ participation

Speech language therapy

Keypoints

Progressive learning (capacity of communication is vast)

: respond to simple words by recognizing pictures (symbols) - Sentence structure (i.e. I want) - Language expansion (asking/answering question, commenting)

Flexible as a form of low-technology and high-technology

Downloadable apps for PECS: https://pecsusa.com/apps/

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Idea

Combination of traditional plush toy designs with state-of-the-art technology. The concept of a sensory education (touchable) as a form of a learning companion

Purpose

Motivation

Communication skill (Speech therapy)

Social Skill (take-a-turn)

Reading skill (multiple attempts of read aloud)

Instructional tool

Modeling

Visual prompt

Preferred group: Pre-K3

Instructional group size

Small-group

One-on-one lesson

Independent learning

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Children With Autism - School Case Study: Classroom 3