nasred.blogg.se - Pecs for autism free

Joanne Cafiero has supported and described a process of modeling that also considers ABA, AAC Meets ABA. Pat Mirenda, surprised me with her support of modeling for students with ASD (she cited AAC Modeling Intervention Research Review, including the research by Katherine Drager, et.al, Aided Language – Preschoolers with Autism. According to NPDC, visual supports for students with ASD are an evidence-based practice.Īt her presentation last spring at “AAC by the Bay,” Dr. In my opinion, the modeling of core language is for the purposes of giving language input (receptive language) with visual support, not necessarily with the expectation of expressive language right away. What prerequisite skills should a child have before aided language begins? Again, for individual students, decisions may be based on clinical experience and judgment.Ģ.

I’ve also noted that some students clearly benefit from the models provided by typical peers in the LEAP classrooms. In my research, I did not come across anything about prerequisite skills required for using these practices (such as joint attention).

to be effective with target skills and behaviors Including communication skills.

to have favorable outcomes for children with autism.

to be effective for children aged 3-18 years.

The National Autism Center (NAC) has identified modeling (both live and video) to be an evidence-based practice and The National Development Center on ASD (NPDC) has noted that video modeling is an evidence-based practice. Since students with ASD have difficulty with joint attention, it also seems like it could be helpful to have a communication tool like a core vocabulary board available for modeling and giving language input while using a child-centered approach. Of course, building a trusting relationship with the student can be key as well. The key factor here seems to be having very motivating activities (in my opinion far more powerful than the tool). This is a valid concern, but I will say that in my personal experience, I have seen children who do not appear to be attending to modeling often later use a core-based vocabulary system or messages in the pages of a PODD book (I have a great video of this if that would be helpful). How can we help students with autism use core if they struggle with joint attention? Concerns of using core only for an approach for children with autism:ġ. Please note that these are one person’s perspective based on her experience and research I love how she put together research and best practices to answer many big concerns about using core language. Lesher, an AAC consultant in our region, provided some marvelous answers. To help answer some of these questions, D.

What about my students who (like me) benefit from motor planning and knowing exactly where words are on a board?.Can we expand language for children beyond desired nouns?.How are we building language functions for children?.Are we only teaching children with autism to request?.However, once these same students enter elementary school, the elementary-high school SLPs begin using core vocabulary as our primary communication modality.Īt that point, we began to ponder the following questions: The early childhood program is primarily using picture exchange communication with their students. At the beginning of this year, multiple people in my district began discussing communication for children with autism.