So you think it’s “too hard” to adapt books??
Filed under: Inclusion of Students with Disabilities, Resources For Teachers, Resources for Families, Treatment Options
For children who have difficulty communicating and accessing books, there are many amazing technologies that can be used to help. Unfortunately, however, these technologies are not being used prevalently in classrooms. When inquiring as to why this is the case, I commonly get too responses: (1) they are too expensive, and (2) it’s too hard to manage.
The truth of the matter is that some of the assistive technology items are pricey, but with the advent of newer technology, the prices are coming down. In terms of paying for these items, many schools have limited budgets so teachers need to get creative in garnering the funds. This can happen through fund raising, applying for grants, or donations. It is important to remember that the cost of NOT using these items can almost be more than the purchasing price. They can allow children to express themselves and their needs, communicate with other children, read books and access their environment. In the video clip below, you will see a boy with autism who was labeled “non-verbal” learning how to request activities and access books that were previously unavailable to him.
When it comes to managing these devices, although they may look difficult to program they’re actually not that difficult. Yes, it may take some getting used to, but again the cost of time to learn how to use them it minuscule compared to the gains it can help children make.
It is vital that we begin to use more of these technologies in our classrooms and stop making excuses for not using them. For some children, they are the key to their future success and happiness because without them they risk remaining voiceless and locked away from the amazing materials a classroom has to offer. We need to make sure that every child is given the opportunity to access the curriculum and materials in the classroom so they are able to succeed in school and in life.
AbleNet, Inc. has many amazing products available. They are a great company and have created many assistive technology devices to help children communicate (i.e. SuperTalker) and access books (i.e. BookWorm). Watch the video clip below to see how they have been used with children with autism.
Alternate Forms of Communication
Alternate forms of communication include:
- Picture Exchange Communication System (PECS)
- Voice Output Communication Aide (VOCA)
- American Sign Language (ASL)
- See-Sign
Verbal Behavior Intervention
Verbal Behavior Intervention is often seen as an adjunct to Applied Behavioral Analysis (ABA). Though both are based on theories developed by Skinner there are differences in concept. In the late 1950s and early 60’s when Dr. Ivar Lovaas was developing his ABA principles, Skinner published Verbal Behavior which detailed a functional analysis of language. He explained that language could be grouped into a set of units, with each operant serving a different function. The primary verbal operants are what Skinner termed echoics, mands, tacts, and intraverbals.
The function of a mand is to request or obtain what is wanted. For example, the child learns to say the word “cookie” when he is interested in obtaining a cookie. When given the cookie, the word is reinforced and will be used again in the same context. There is an emphasis on “function” of language(VB) as opposed to form (Lovaas-based). In a VB program the child is taught to ask for the cookie anyway he can( vocally, sign language, etc.) If the child can echo the word he will be motivated to do so to obtain the desired object. In a Lovaas-based ABA program the child might say the word cookie when seeing a picture and is thus labeling the item. This form of language is called a “tact.” Critics of Lovaas say children are taught to label many words but often cannot use them in functional or spontaneous ways. Another operant, “intraverbals” describes verbal behavior that is under the control of other verbal behavior and is strengthened by social reinforcement. Intraverbals are the way people engage in conversational language. They are responses to the language of another person, usually answers to “wh-” questions.. If you say to the child “I’m baking…” and the child finishes the sentence with “Cookies,” that’s an intraverbal fill-in. Also, if you say, “What’s something you bake?” (with no cookie present) and the child says, “Cookies,” that’s an intraverbal (wh- question). Intraverbals allow children to discuss stimuli that aren’t present, which describes most conversation and is a goal of Verbal Behavior Intervention.
Both ABA and VB use similar formats to work with children. It is said that VB attempts to capture a child’s motivation to develop a connection between the value of a word and the word itself. Many therapists are now using techniques of VB to bridge some of the gaps seen in ABA.
from AutismSpeaks.org
TEACCH
TEACCH (Training and Education of Autistic and Related Communication Handicapped Children) is a special education program that is tailored to the autistic child’s individual needs based on general guidelines. It dates back to the 1960’s when doctors Eric Schopler, R.J. Reichler and Ms Margaret Lansing were working with children with autism and constructed a means to gain control of the teaching setup so that independence could be fostered in the children. What makes the TEACCH approach unique is that the focus is on the design of the physical, social and communicating environment. The environment is structured to accommodate the difficulties a child with autism has while training them to perform in acceptable and appropriate ways.
Building on the fact that autistic children are often visual learners, TEACCH brings visual clarity to the learning process in order to build receptiveness, understanding, organization and independence. The children work in a highly structured environment which may include physical organization of furniture, clearly delineated activity areas, picture-based schedules and work systems, and instructional clarity. The child is guided through a clear sequence of activities and thus aided to become more organized
It is believed that structure for autistic children provides a strong base and framework for learning. Though TEACCH does not specifically focus on social and communication skills as fully as other therapies it can be used along with such therapies to make them more effective.
from AutismSpeaks.org