{"content":{"sharePage":{"page":0,"digests":[{"id":"34170746","dateCreated":"1297664324","smartDate":"Feb 13, 2011","userCreated":{"username":"andeyw","url":"https:\/\/www.wikispaces.com\/user\/view\/andeyw","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/auts504.wikispaces.com\/share\/view\/34170746"},"dateDigested":1532763216,"startDate":null,"sharedType":"discussion","title":"My Address","description":"Hi guys, just wanted to let you know my address in writing, so you can get to if if you need to. It is 6141 Morning Wing Drive, 89031. It is not that bad to find : ) and is off of Tropical and Decatur, in the Highland Hills housing development. There is parking across the street and right in front of the house. Whoever gets here first gets to park in the driveway :P We will start around 6 pm on Tuesday, the 15th. You can also use my address to send gifts or money..hahahahaha See everyone tomorrow night!
\nAndey","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"33575084","dateCreated":"1296697141","smartDate":"Feb 2, 2011","userCreated":{"username":"nancymcmillan","url":"https:\/\/www.wikispaces.com\/user\/view\/nancymcmillan","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/auts504.wikispaces.com\/share\/view\/33575084"},"dateDigested":1532763217,"startDate":null,"sharedType":"discussion","title":"assignment 3","description":"7 am using a student that I have worked with","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"33404232","dateCreated":"1296438022","smartDate":"Jan 30, 2011","userCreated":{"username":"Campise","url":"https:\/\/www.wikispaces.com\/user\/view\/Campise","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1229140638\/Campise-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/auts504.wikispaces.com\/share\/view\/33404232"},"dateDigested":1532763217,"startDate":null,"sharedType":"discussion","title":"Assignment 4: Paired Task Analysis","description":"I've posted a sample task analysis that pairs a task with a verbal communication ("Wash Your Hands").
\n
\nYou may use the template, but not the same information, in order to complete this assignment.
\n
\nChoose a verbal communication (it could be a Mand, Tact, Intraverbal...etc.) and create a task analysis of at least 10 steps that lead to the successful completion of the task. Design this form much like you would for a discrete trial teaching session (again, I would take advantage of copying the template I provided, but filling in your own information).
\n
\nYou may either create a single pairing ("Wash your hands" is paired with all 10 steps) or a multiple pairing (there is a verbal communication pairing for each of the steps in the analysis).
\n
\nUse either Word or Excel (if you use other formats, save it as a Word or as an Excel document. I will be posting these to the Wiki as samples for the rest of the class).
\n
\nAs always, if you have questions, email me, or we can have a discussion prior to or after class on Monday or Wednesday.
\n
\nThere is no discussion post. Email me your task analysis through SNC mail by 11:59pm on February 5, 2011.","replyPages":[{"page":0,"digests":[{"id":"34129492","body":"Task Analysis \u2013 Preparing for the day + Independent
\n - Prompted
\n +\/ - = %
\nSetting: Classroom
\nSD: \u201cTime to get ready for your day.\u201d
\nForward Chain
\n
\nDate:
\n
\n1. Enter classroom
\n2. Greet class
\n3. Take off jacket (if wearing one)
\n3. Unpack book bag
\n4. Put returned papers on round table
\n5. Put away folder In book bag and place on shelf
\n6. Go get a chair for your desk
\n7. Choose a book from either the bookshelf or your desk
\n8. Sit down and read at your desk until time for the \u201cPledge of Allegiance\u201d
\n9. Listen to morning announcements
\n10.Say the \u201cPledge of Allegiance\u201d","dateCreated":"1297561055","smartDate":"Feb 12, 2011","userCreated":{"username":"lisakhuraibet","url":"https:\/\/www.wikispaces.com\/user\/view\/lisakhuraibet","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"33403736","dateCreated":"1296437237","smartDate":"Jan 30, 2011","userCreated":{"username":"Campise","url":"https:\/\/www.wikispaces.com\/user\/view\/Campise","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1229140638\/Campise-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/auts504.wikispaces.com\/share\/view\/33403736"},"dateDigested":1532763217,"startDate":null,"sharedType":"discussion","title":"Assignment 3: Research and 5 Slide PPT","description":"On page 64 and 65 of the Mirenda text, there is a list of presymbolic instructional models for students with ASD.
\n
\nChoose one (ONLY ONE MODEL PER STUDENT...no repeats) of the instructional models and perform a search (Google, Yahoo...etc.) with regard to the Who, Where, What, Why, When, How. DON'T SUMMARIZE THE INFORMATION IN THE TEXT!!! Those of you who work with ASD students currently...read below, your assignment is slightly modified.
\n
\nNext, create a five slide PPT, using visuals (Google Images is great for this, or if you can find a Youtube Video, you can embed the link in the PPT), that summarize (in YOUR own words) the Who, What, Where, When, Why, How.
\n
\nYou will email me your PPT through SNC and post the text portion of your PPT below by February 5th at 11:59pm.
\n
\nThose of you who currently work with ASD students directly:
\n
\nInstead of choosing and instructional model, I want you to choose a student and discuss the method of instruction that you employ for the purposes of improving verbal or non-verbal communication (again the Who, What, Where, Why, When, How).","replyPages":[{"page":0,"digests":[{"id":"33575298","body":"It will be with a student that I have worked with.","dateCreated":"1296697395","smartDate":"Feb 2, 2011","userCreated":{"username":"nancymcmillan","url":"https:\/\/www.wikispaces.com\/user\/view\/nancymcmillan","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33579978","body":"I am going to do the SCRETS model.","dateCreated":"1296702563","smartDate":"Feb 2, 2011","userCreated":{"username":"Salmygal","url":"https:\/\/www.wikispaces.com\/user\/view\/Salmygal","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33580040","body":"I would like to present the InterAACtion model.","dateCreated":"1296702650","smartDate":"Feb 2, 2011","userCreated":{"username":"emhphotos","url":"https:\/\/www.wikispaces.com\/user\/view\/emhphotos","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1296078891\/emhphotos-lg.jpg"}},{"id":"33702230","body":"Using Pictures and Visuals With Non-Verbal\/Limited Verbal Ability Students
\n
\nPreschool\/Kindergarten aged students diagnosed with ASD.
\n
\nWhat?
\nVisual schedules
\nToken Economy
\nVisual cuing systems
\nTech Talks
\nBig Macs
\nVisual directions
\n
\nWhere?
\nIn the classroom
\nIn the lunchroom
\nThroughout school campus
\n
\nWhen?
\nDuring group work
\nDuring independent work
\nAt meal\/snack times
\nTo transition
\nDuring play time
\nALL the time! \uf04a
\n
\nHow?
\nPlans should be implemented consistently across all settings
\nAll staff should be trained
\nImplementing in phases according to PECS hierarchy.
\n
\n
\nWhy?
\nPicture exchange systems allow for those with limited or no speech to communicate
\nMost students can use PECS regardless of fine motor skills concerns
\nIt gives a voice to those who can\u2019t speak!","dateCreated":"1296886341","smartDate":"Feb 4, 2011","userCreated":{"username":"shannonpaiva","url":"https:\/\/www.wikispaces.com\/user\/view\/shannonpaiva","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33710642","body":"Early Start Denver Model
\n
\nThis model is a comprehensive early behavioral intervention model developed for infants to preschool-aged children with Autism Spectrum Disorder.
\n
\nThe focus of the Early Start Denver Model is on immersing the child into interactive social situations by coordinating play activities which emphasize:
\nimitation
\nemotional sharing
\njoint attention
\nsocial motivation
\n
\nThis model requires parental involvement.
\nIt combines different principles such as:
\napplied behavior analysis
\npivotal response training
\nrelationship-focused intervention
\n
\nThis intervention model is provided in the child\u2019s natural environment, which is usually their home. The intervention is administered by a trained therapist and the child's parents.
\n
\nThis model is intensive. It includes 25-30 hours a week at home working with a trained therapist and up to an additional 10 hours a week working with the parents.
\n
\nThe focus of the curriculum includes:
\nnonverbal and spontaneous communication
\nreceptive and expressive communication
\nimitation
\ncognitive and play skills
\nfine and gross motor skills
\nindependent behavior
\nsocial interaction
\njoint attention
\nThese are taught at 4 developmental levels.
\n
\nResults of a small-scale efficacy study indicate:
\n
\nparents acquired intervention techniques
\nparents maintained these skills during the follow up assessment
\nchildren showed improvements for a variety of social and communicative behaviors
\nhttp:\/\/div1perspectives.asha.org\/misc\/terms.dtl<\/a>
\n
\nResults from another study of 48 children ages 18 months to 30 months indicated:
\nChildren showed improved language skills
\nChildren showed improved IQ scores
\n
\n A comparison study between children receiving ESDM and children receiving standard therapies indicated:
\n
\nChrildren in ESDM group increased their IQ by 18 points
\nOther group increased their IQ by only 7 points
\n http:\/\/health.usnews.com\/health-news\/blogs\/on-parenting\/2009\/12\/02\/how-to-get-early-intervention-autism-therapy-for-your-child.html<\/a>
\n
\nReferences:
\n
\nGreenson, J. et al (2009). Early start denver model. Retrieved from from http:\/\/www.pediatrics.org<\/a>
\n
\nMirenda, P, & Iacono, T. (2009). Autism spectrum disorders and aac. Baltimore, Maryland: Paul H Brookes Publishing Co.
\n
\nPerspectives on language learning and education . (2008). Retrieved from http:\/\/div1perspectives.asha.org\/misc\/terms.dtl<\/a> doi:10.1044\/lle15.2.60
\n
\nShute, N. (2009). How to get early intervention autism therapy for your child. Retrieved from http:\/\/health.usnews.com\/health-news\/blogs\/on-parenting\/2009\/12\/02\/how-to-get-early-intervention-autism-therapy-for-your-child.html<\/a>","dateCreated":"1296930867","smartDate":"Feb 5, 2011","userCreated":{"username":"jeannielawson","url":"https:\/\/www.wikispaces.com\/user\/view\/jeannielawson","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1295734216\/jeannielawson-lg.jpg"}},{"id":"33714458","body":"Joint Attention Mediated Learning JAML
\nWho? An Early intervention for children with autism during the early development of joint attention between 9-15 month of age (still in clinical trials)
\n
\nWhat type of intervention?\u000bJoint attention facilitated by Parents
\n
\n
\nJoint attention intervention is important for:
\nLanguage
\nSocialization
\nCognitive development
\nautism intervention literature has not yet produced evidence-based models for toddler-aged children
\n
\nWhere? Home based intervention
\n
\nParents will mediate learning with their child to facilitate language
\nParents work on four different phases: faces, turn taking, responding to joint attention and initiating joint attention.
\nEach phase has two levels: First, is parent initiative and second is driven by the child
\n
\nWhen is this therapy most effective?
\n
\nJoint attention focuses on the important developmental stages of communication
\nbenefit from neurologically sensitive early period to open social, communication, and cognitive learning paths that are restricted for toddlers with or at-risk for autism, maximizing potential for future learning.
\nIntervention and assessments go through to three years of age
\n
\nWhy is this intervention important?
\n
\njoint attention predicts social-communicative competence in children with autism
\nFacilitates the ability to coordinate attention between another person and external objects or events, a critical developmental milestone that can be difficult for children with autism
\n
\nReferences:
\nP Mirenda, T Iacona, "Autism Spectrum Disorders and AAC" Batimore, MD: Paul H Brooks Publications
\n
\nJuniper Garden Children's Project The University Of Kansas
\n
\nAutism Speaks
\nhttp:\/\/www.autismspeaks.org\/<\/a>","dateCreated":"1296939305","smartDate":"Feb 5, 2011","userCreated":{"username":"tlowens","url":"https:\/\/www.wikispaces.com\/user\/view\/tlowens","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1295749588\/tlowens-lg.jpg"}},{"id":"33717234","body":"More than Words\u00ae, the Hanen Program\u00ae
\n
\nMore than Words\u00ae, the Hanen Program\u00ae for parents, is a family-oriented program for groups of parents with young children who have been diagnosed with autism spectrum disorders (ASD) and other social communication deficiencies. More than Words\u00ae is created after years of research and intensifies the need for early onset language intervention s as well as the significance of parental involvement in the intervention process.
\n
\n
\nMore than Words\u00ae, the Hanen Program\u00ae has been developed by expert speech-language pathologists at The Hanen Centre. The program is based on extensive research that demonstrates the most effective practices facilitating the communication development of children on the autism spectrum.
\n
\nThe Hanen Program focuses on:
\nChildren\u2019s\u2019 preferences, learning modalities, and communication skills in order to set realistic goals
\nChildren\u2019s\u2019 maladaptive behaviors and what they can do about those behaviors
\nHow to use everyday routines to build children\u2019s understanding and social skills
\nHow to strengthen social interactions to make them more meaningful
\nTips for using pictures and print to aid comprehension
\nStrategies for developing the child\u2019s play skills
\nWays to help children to make meaningful relationships
\n
\n
\nThe program lasts 7 weeks and includes:
\n\u25a0In\u2013home pre-program assessments to assess communication level skills and baseline videotaping
\n\u25a0Four group training sessions for parents
\n\u25a0Two individualized, in-home, video feedback sessions including parent and child
\n\u25a0Written reports with recommendations and guidelines for subsequent strategies and generalization
\n
\n
\nThe program is developed d for parents of children with communication deficits. Children range in language development from non-verbal to utilizing single words and beginning to combine words. Children ages range from 18 months to 5 years old.
\n
\nInformation was retrieved from: http:\/\/www.cwtherapy.com\/hanen.htm<\/a> on 1\/31\/2011","dateCreated":"1296945707","smartDate":"Feb 5, 2011","userCreated":{"username":"Yanna1","url":"https:\/\/www.wikispaces.com\/user\/view\/Yanna1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33718760","body":"PECs and Other Visual\/AT Reinforcement
\n
\nUsed in the Intermediate Autism Classroom
\n
\nWhat?
\nVisual Scheduling
\nVisual Prompting Boards
\nVisual and Verbal Cueing
\nGo Talk 6 & 9
\nVisual & Verbal Differentiation in Lessons
\n
\nWhere?
\nIn the classroom
\nThe cafeteria
\nDuring "specials"
\nDuring and prior to transitions
\n
\nWhen?
\nDuring whole & small group instruction
\nIndividualized teaching and learning
\nPrior to transitions
\nDuring social skills instruction
\n
\nHow?
\nClearly and Consistently
\nIn single and multi-step applications
\nBy all staff working directly with the students
\nTeacher and 3 paras
\n
\nWhy?
\nTo help facilitate effective communication
\nTo reduce stressors
\nTo enhance learning opportunities and quality
\nTo promote growth and development
\nBecause research shows it works!
\n
\nReferences
\nBruckenbury, T. Burroughs, E., & Hewitt, L.E. (2007) Bowling Green University. Language, speech, and hearing services (39)78-88.
\nDOI: 10.1044\/0161-1461(2008\/008)
\n
\nMirenda, P. & Iacono, T. (2009) Autism spectrum disorder and aac. Baltimore, Maryland: Paul H. Brookes Publishing Company","dateCreated":"1296949085","smartDate":"Feb 5, 2011","userCreated":{"username":"danielwheelock","url":"https:\/\/www.wikispaces.com\/user\/view\/danielwheelock","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1296523671\/danielwheelock-lg.jpg"}},{"id":"33722630","body":"The SCERTS Model
\nWho?
\nThe model is used to fit the needs of all individuals across the spectrum of autism, no matter their level of functionality or age.
\n
\nWhat is this model?
\nS-social
\nC-Communication
\nE-Emotional
\nR-Regulation
\nT-Transactional
\nS-Support
\n
\nWhen is this model being used?
\n
\nThe SCERTS model is used in all aspects of the individuals life. The same educational supports are being used at home. Along with the emotional supports at home are carried over into school. It is a team effort to develop the plan.
\n
\nWhere?
\nThis model is a team based approach, therefore being seen across the home, school and community.
\n
\nWhy the SCERTS model?
\nThe SCERTS model is a framework to support all areas that affect an individual with ASD. Communication, Emotional and Social supports are put into place to help cope with commonly seen problem areas. It takes the best approaches of choice and combines what works best.
\n
\nAs referenced from:
\nhttp:\/\/www.youtube.com\/watch?v=srJ2BnR-Qp8<\/a>","dateCreated":"1296959666","smartDate":"Feb 5, 2011","userCreated":{"username":"Salmygal","url":"https:\/\/www.wikispaces.com\/user\/view\/Salmygal","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33723392","body":"Who?
\n
\nThis method of technology is employed in an intermediate autism classroom.
\n
\nThe students in the classroom are in grades
\n3-5 in a classroom in an upper middle class suburb of Las Vegas, Nevada.
\n
\nThe students are all fourth grade males.
\nStudents in the speech class are combined primary and intermediate autism classes.
\n
\nWhat?
\n
\nwww.News-2-You.com
\n
\nIt is an online weekly newspaper that offers visual-graphic supports for readers.
\n
\nOffers several differentiated versions: regular, higher, simplified, and advanced.
\n
\nWorksheets and lesson planning ideas are included, which are tied to the curriculum.
\n
\nWhen?
\n
\nThe newspaper itself is used during speech time by the Speech-Language Pathologist.
\n
\nI use the worksheets to supplement work for my students, to help them reach their benchmarks.
\n
\nI also am able to use ideas for centers, as well as special days, such as Fun Friday, when we may try out the recipe of the week.
\n
\nWhere?
\n
\nwww.News-2-You.com
\n
\nTeacher is able to easily access newspaper and worksheets on the internet.
\n
\nUsername: school name (do not add ES\/MS\/HS)
\nPassword: access
\n
\nWhy?
\n
\nIt is easy for teachers to access and is aligned with curriculum standards.
\n
\nIt is filled with a multitude of cross-curricular ideas that can be used in the classroom.
\n
\nIt offers topics of interest to students.
\n
\nHelpful for students who have low language abilities and\/or reading deficits since it offers visual-graphic supports to aid with processing of information.
\n
\nHow?
\n
\nSmall groups
\nCenters
\n1:1
\nIndependent work
\n
\nReferences:
\n
\nMirenda, P. & Iacono, T. (2009) Autism Spectrum Disorder and AAC. Baltimore, Maryland: Paul H. Brookes Publishing Company
\n
\nWheelock, Daniel. (2011) Assistive Technology Services: Three Levels of Access.
\n
\nhttps;\/\/www.news-2-you.com retrieved February 5, 2011 from http:\/\/news2you.n2y.com\/<\/a>","dateCreated":"1296961699","smartDate":"Feb 5, 2011","userCreated":{"username":"lisakhuraibet","url":"https:\/\/www.wikispaces.com\/user\/view\/lisakhuraibet","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33724052","body":"Who? First Grade Male w\/Echolia
\nComes to PE class with his two classmates- both with low language skills.
\nIs a younger sibling of a sister with autism and echolia.
\nIs very active and cooperative, especially enjoys being in close proximity with peers.
\nCommunication system in place is verbal prompts by adult and visual modeling by peers.
\n
\nWhat? Class-Based Communication
\nCommunication strategies implemented within the PE setting for the purpose of
\nTo facilitate and engage in play experiences
\nAccess the curriculum \u201cwith & as\u201d typical peers
\nRemaining in proximity with peers
\nEmploy social interactions, opportunities, and strategies.
\nImplement IEP directives, BIP, and accomodations
\n
\nWhere? General PE Setting
\nPE classroom
\nField Area
\nDots on blacktop
\nPlayground, including play structure, tetherballs, basketball courts, volleyball courts, four square and seven square courts.
\n
\nWhy? Enhance Participation and Performance
\nProvide verbal prompts prior to, during, and after transitions adult directed.
\nGive Positive reinforcement often and during appropriate actions both verbal and non-verbal both adult and peer directed.
\nPhysical modeling of skills, actions, expectations, and performance all peer directed.
\n
\nWhen? Only Response
\nResponse to physical prompts and verbal cueing.
\nResponse to visual models provided by peers.
\nResponse to proximity of result and learned schedule.
\nNO effective system in place for REQUESTS...
\n Student will hit, kick or run away.
\n
\nHow? Peer Models
\nVisual model
\nImmediate model
\nAppropriate model
\nSocial model
\nMirror model
\nStudents with ASD have a greater advantage to be typical in the PE setting when using peer models.","dateCreated":"1296964328","smartDate":"Feb 5, 2011","userCreated":{"username":"leinell","url":"https:\/\/www.wikispaces.com\/user\/view\/leinell","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1295677935\/leinell-lg.jpg"}},{"id":"33725740","body":"Communication Tools
\n
\nWho?
\nConner
\n11 years old
\nModerate Autism
\nRecently moved from the Philippines
\nHas some verbal communication
\nCan read simple sight words
\nHas immediate Echolalia
\n
\nWhat?
\nPECS
\nVisual schedules
\nVisual Task breakdown
\nExchanging pictures for wants and needs
\nWord\/Sentence building
\nUsing pre-written sentences to communicate
\nReading out loud to increase communication
\nDirect Identification
\nIdentification of objects by repeating object name
\n
\nWhere?
\nClassroom
\nUses visual schedules to complete tasks
\nUses PECS to ask for preferred items\/needs
\nUses sentence cards to ask for help\/break
\nCafeteria
\nIdentifies preferred objects in the cafeteria by pointing and repeating names
\nP.E.
\nPicture exchange and direct Identification
\n
\nWhen?
\nDuring tasks that require steps to be broken down (3 or more)
\nDuring Lunch so that he is able to access items in the cafeteria
\nDuring times when Conner wants a break\/help\/restroom
\nAnytime that he wants to initiate conversation or interaction with others
\nWhen he wants to join an activity
\n
\nWhy?
\nTo increase comprehension of English Words
\nTo communicate wants and needs to others
\nTo make friends and join group activities
\nTo better access the school campus
\nTo increase safety in the school community
\nTo allow Conner to impact his world and give him choices
\nTo provide multiple means of communication
\n
\nHow?
\nIntroduce various PECS cards to Conner
\nHelp Conner create sentence requests based on previously mastered phrases
\nModel how to do steps for tasks\/schedules with pictures
\nTell Conner the names of items he points to and help him with proper pronunciation
\nPair items with pictures","dateCreated":"1296973424","smartDate":"Feb 5, 2011","userCreated":{"username":"andeyw","url":"https:\/\/www.wikispaces.com\/user\/view\/andeyw","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":7}]},{"id":"33350850","dateCreated":"1296247214","smartDate":"Jan 28, 2011","userCreated":{"username":"nancymcmillan","url":"https:\/\/www.wikispaces.com\/user\/view\/nancymcmillan","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/auts504.wikispaces.com\/share\/view\/33350850"},"dateDigested":1532763218,"startDate":null,"sharedType":"discussion","title":"assignment one ","description":"nancymcmillan Jan 24, 2011 5:52 pm
\n
\nIt sems as though many AAC devices have been used to assist ASD students to be able to comunicate with some more successful tahn others. Students are dealing with students with motor dysfunction and cognitive limits. Sign language, visual graphics, written language, To limit the controversy, it seems as though EEP is on solid ground for AAC development, because it brings in the third component of evidenced based practice to find the best mode to help the student with communication.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"33350644","dateCreated":"1296246986","smartDate":"Jan 28, 2011","userCreated":{"username":"nancymcmillan","url":"https:\/\/www.wikispaces.com\/user\/view\/nancymcmillan","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/auts504.wikispaces.com\/share\/view\/33350644"},"dateDigested":1532763218,"startDate":null,"sharedType":"discussion","title":"assignment 2 Bondy Article","description":"1.Why is picture pointing not a strong preriquiste for speaking?
\n2. What is the difference between selection based and preriquisite based verbal behavior?","replyPages":[{"page":0,"digests":[{"id":"33361842","body":"1.Because the speaker must first gain the listeners attention.
\n2.Topography based verbal behavior does not require a selection of stimulus.","dateCreated":"1296268639","smartDate":"Jan 28, 2011","userCreated":{"username":"Yanna1","url":"https:\/\/www.wikispaces.com\/user\/view\/Yanna1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"33350524","dateCreated":"1296246840","smartDate":"Jan 28, 2011","userCreated":{"username":"nancymcmillan","url":"https:\/\/www.wikispaces.com\/user\/view\/nancymcmillan","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/auts504.wikispaces.com\/share\/view\/33350524"},"dateDigested":1532763218,"startDate":null,"sharedType":"discussion","title":"chapter 2","description":"Why is Profiling of skills hard to access in children with ASD because they lack one main important skill necesary to communicate with.
\nWhat is this skill?","replyPages":[{"page":0,"digests":[{"id":"33361964","body":"1.Children with autism lacking social skills in order to communicate.
\n2.Social skills are necessary to communicate between the listener and the speaker.","dateCreated":"1296268923","smartDate":"Jan 28, 2011","userCreated":{"username":"Yanna1","url":"https:\/\/www.wikispaces.com\/user\/view\/Yanna1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"33350100","dateCreated":"1296246417","smartDate":"Jan 28, 2011","userCreated":{"username":"nancymcmillan","url":"https:\/\/www.wikispaces.com\/user\/view\/nancymcmillan","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/auts504.wikispaces.com\/share\/view\/33350100"},"dateDigested":1532763218,"startDate":null,"sharedType":"discussion","title":"powerpoint ","description":"Why is initiation important for communication?","replyPages":[{"page":0,"digests":[{"id":"33362020","body":"1.Children with self-initiate communication have more positive outcome than children lacking in self-initiate communication.","dateCreated":"1296269089","smartDate":"Jan 28, 2011","userCreated":{"username":"Yanna1","url":"https:\/\/www.wikispaces.com\/user\/view\/Yanna1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"33183700","dateCreated":"1296011270","smartDate":"Jan 25, 2011","userCreated":{"username":"Campise","url":"https:\/\/www.wikispaces.com\/user\/view\/Campise","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1229140638\/Campise-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/auts504.wikispaces.com\/share\/view\/33183700"},"dateDigested":1532763218,"startDate":null,"sharedType":"discussion","title":"Assignment 2: FC PPT, Bondy Article, Mirenda Chapter 2","description":"I am going to switch things up a bit for this assignment.
\n
\nRead:
\nBondy article
\nMirenda Chapter 2
\nImportance of Functional Communication PPT
\n
\nYou will need to create five questions (2 for each article and at least 1 from the PPT).
\n
\nYou CANNOT repeat another classmates questions.
\n
\nYou will then answer the questions of another classmate based on an equal combination of information from the readings (BTW you can answer using data\/information gathered from other courses you've taken) and, if applicable, from your own experience as an educational practitioner.
\n
\nYou will only need to answer the 5 questions of one other classmate. The trick is, if someone has already answered the questions, you will need to choose a different classmate.
\n
\nIf we end up having one person left standing (i.e. everyone's questions have been asked and answered, and a classmate is in need of completing the assignment), then I will provide questions for that person to answer (they will still need to post their own questions).
\n
\nAs always, if you have questions, email me, or ask during the next class session. Happy reading and responding!","replyPages":[{"page":0,"digests":[{"id":"33372354","body":"Questions for Sarah:
\nPowerpoint
\n1. Provide 2 example for each: Hi-tech and Low-tech ACC techniques that you use in the classroom.
\n
\nBondy
\n1. Using the Bondy article give a functional definiton of what PECS means to you.
\n2. What pseudo-developmental behavioral approach do the authors refer to as being inappropriate? (pg. 253)
\n
\nChapter 2
\n1. In Early Childhood what 2 things have also been associated with language?
\n2. Briefly describe the Transactional Model of assesment.","dateCreated":"1296324353","smartDate":"Jan 29, 2011","userCreated":{"username":"Salmygal","url":"https:\/\/www.wikispaces.com\/user\/view\/Salmygal","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33378244","body":"I will be answering Andey's questions...Hope I didn't miss someone who said they were doing it!!","dateCreated":"1296342469","smartDate":"Jan 29, 2011","userCreated":{"username":"lisakhuraibet","url":"https:\/\/www.wikispaces.com\/user\/view\/lisakhuraibet","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33378318","body":"Ok Andey -- didn't see you were answering Eric's questions, which means, I have no questions to answer because he would be answering yours?","dateCreated":"1296342632","smartDate":"Jan 29, 2011","userCreated":{"username":"lisakhuraibet","url":"https:\/\/www.wikispaces.com\/user\/view\/lisakhuraibet","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33378350","body":"Kat, you are going to need to post some questions for me to answer!","dateCreated":"1296342725","smartDate":"Jan 29, 2011","userCreated":{"username":"lisakhuraibet","url":"https:\/\/www.wikispaces.com\/user\/view\/lisakhuraibet","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33378756","body":"PPT
\n
\n1. Explain your understanding of the statement, "Initiation is a 'pivotal' behavior."
\n
\nBondy Article:
\n
\n1. According to Bondy, what is the preferred verbal operant for someone with ASD to use?
\n
\n2. Name a topography-based system and tell why it is defined as such.
\n
\nMirenda:
\n
\n1. Why is it important to conduct AAC assessments throughout the lifespan?
\n
\n2. In early childhood, children with ASD are shown to be impaired in two areas of social interaction. Name the two areas.","dateCreated":"1296344043","smartDate":"Jan 29, 2011","userCreated":{"username":"lisakhuraibet","url":"https:\/\/www.wikispaces.com\/user\/view\/lisakhuraibet","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33379164","body":"For Lisa:
\n
\nWhat is the primary difference between the antecedent conditions of a mand\/tact, and the intraverbal\/echoic\/autoclitic verbal operants?
\n
\nIn repeating Skinner's assessment of a "tact", Bondy, et al. state that this verbal operant is stimulated by the object, event or property of and object\/event (pg. 248). How does internal motivation play a part in stimulating any of the verbal operants? Is it ALWAYS externally driven? Explain.
\n
\nThe visual systems such as PECS, or using sign language fall under the category of being "alternative" communications. However, throughout the world societies use visual systems such as the men\/women icons on bathrooms and to notify people when it is safe to walk across the street, pictures of food items on menus, and, billions (if not hundreds of millions) of people have televisions in their homes. Are these not visual communication systems? Why are AACs considered alternatives when we use visual communication systems each and every day?
\n
\nWhat is Evidence Based Practice (EBP) and what are the pros and cons of its practicality within the current framework of K-12 education (you may refer to your own, practical experience with regard to the EBP guidelines).
\n
\nIs all communication functional? Please explain your answer.","dateCreated":"1296345769","smartDate":"Jan 29, 2011","userCreated":{"username":"Campise","url":"https:\/\/www.wikispaces.com\/user\/view\/Campise","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1229140638\/Campise-lg.jpg"}},{"id":"33380484","body":"In response to Alyssa...
\nQuestions for Sarah:
\nPowerpoint
\n1.Provide 2 example for each: Hi-tech and Low-tech ACC techniques that you use in the classroom.
\nHi-Tech \u2013 Big mac & PDA
\nLow-Tech- Note Pads & Post it Notes
\n
\nBondy
\n1. Using the Bondy article give a functional definition of what PECS means to you.
\n PECS means communication for an individual to me. Working with a PECS using has shown me that a picture is worth a thousand words. PECS enables my student to state his wants and needs; his like and dislike and his ability to function in society independently.
\n2. What pseudo-developmental behavioral approach do the authors refer to as being inappropriate? (pg. 253)
\nResponse by praise and approval.
\n
\nChapter 2
\n1. In Early Childhood what 2 things have also been associated with language?
\nJoint attention and Symbolic Communication
\n2. Briefly describe the Transactional Model of assessment.
\nTransitional assessment occurs when the child and communication partners develop communication through interaction.","dateCreated":"1296351193","smartDate":"Jan 29, 2011","userCreated":{"username":"sarahemfowler","url":"https:\/\/www.wikispaces.com\/user\/view\/sarahemfowler","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33381378","body":"Bondy Article:
\na. \u201cInitial stages of PECS training are similar to a parent teaching an toddler about the name of objects and colors.\u201d Do you agree or disagree with this statement?
\nb. In the Bondy article, Skinner is described as defining several verbal operants. Which do you believe would be the best to use with a student who has limited physical control and limited sight?
\nMirenda Chapter Two:
\na. What is \u201cDynamic Assessment\u201d and how can it be used to determine an autistic student\u2019s need for AAC?
\nb. When would be the appropriate time to start to fade out the use of AAC\u2019s with an autistic student and replace them with verbal cues?
\nImportance of Functional Communication PPT:
\na. Gestures, Body Language, Vocalizations, Manual signs are all examples of what type Augmentative and Alternative Communication?","dateCreated":"1296354514","smartDate":"Jan 29, 2011","userCreated":{"username":"emhphotos","url":"https:\/\/www.wikispaces.com\/user\/view\/emhphotos","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1296078891\/emhphotos-lg.jpg"}},{"id":"33381744","body":"In response to Andey's questions:
\n
\nBondy Article
\n1. Describe ways to limit "prompted" responses when utilizing communication.
\nA: Human communication is far more visual than spoken as we tend to prompt a response from one another by our body language and gestures. As educators we can \u201cgive the look\u201d, show a student that we want them to do something by simple hand motions. With autistic students we could consciously restrain our body movements and have the student only respond to vocal instructions. In this way we can assess whether the student is performing a desired action as a result of a verbal or gestural prompt.
\n
\n2. What is meant by "backward chaining" to fade prompts during PECs instruction?
\nA: \u201cBackwards chaining\u201d is the gradual withdrawal of prompts from a series of prompts from the last prompt to the first. The goal is to have the student take over the place of the withdrawn prompts until they have mastered the task or communication on their own.
\n
\nMirenda Text
\n
\n1. Why is it important to involve family and culture in planning for communication training?
\nA: If a student\u2019s family and culture are ignored in the planning for communication training, the training is much more likely to fail. Without the support of the family, the same interventions will not be used at home. Likewise, if the student\u2019s culture is not accounted for a strategy, such as the early stages of PECS where one instructor guides the hand of the autistic child, may be breaking cultural taboos. For instance, if a students is from an Orthodox Jewish family, it would be considered very in appropriate for the assisting teacher to be male if the student was female.
\n
\n2. What is the prognosis for adolescents and adults who fail to develop a communication system?
\nA: The prognosis for adolescents and adults who fail to develop a communication system is rather bleak. The will not be able to interact with the world around them. Humans, as social creatures, seek communication of any kind with others. I\u2019ve found one student whose only way of communicating is to kick the person she wants attention from. Though that may sound bizarre, but even that is a form of communication.
\n
\nPower Point
\n
\n1. What is meant by initiating communication and why is it important for a person to be able to do this?
\nA: Initiating communication is the act of starting an interaction with another person. The ability to initiate communication is essential for a person to be able to express wants and needs at a young age and to display empathy as an adult.","dateCreated":"1296356360","smartDate":"Jan 29, 2011","userCreated":{"username":"emhphotos","url":"https:\/\/www.wikispaces.com\/user\/view\/emhphotos","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1296078891\/emhphotos-lg.jpg"}},{"id":"33383644","body":"To answer leinell's questions:
\nFunctional Communication PPT
\nWhen teaching children with ASD to "generalize" utilizing more natural responces they may; sign, use pictures, visual symbols, written word, or a combination or any of the aforementioned possibilities. The teaching in turn needs to be carefully preplanned for effectiveness.
\n
\nChapter 2
\n1) Research indicates that poor reading comprehension in adults and children with ASD can be associated to their poor verbal language skills specifically receptive language skills. They may not angage in their readings orhave progressed in their academics as a result.
\n2) To use a specific example of how behaviors are a direct result of environmental factors or frustration i recall one of my students from last summer's ESY program. This young man was not taught basic word skills in the home or did his primary caregiver attempt to engage him in activities that would have built language acquisition. Thus, when in the classroom he would become extrememly frustrated to the point of physically acting out when he was ask to respond. He did speak, although in a limited and selective manner, when tied to academics he chose not to.
\n
\nBondy Article
\n1) Nonverbal responces seen or used by children with ASD include but are not limited to; pointing, pointing to pictures, using sign language or assistive devices, and word utterances.
\n2) The object is to get the child to "name" the reinforcement or ask for it using their voice, or other nonverbal means. To define "discrimination training" "A motivational operation (e.g., food deprivation) or conditional stimulus (e.g., presence of a favorite toy)..." (Bondy, Tincani, & Frost, 2004).","dateCreated":"1296364921","smartDate":"Jan 29, 2011","userCreated":{"username":"danielwheelock","url":"https:\/\/www.wikispaces.com\/user\/view\/danielwheelock","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1296523671\/danielwheelock-lg.jpg"}},{"id":"33383728","body":"For Kat:
\n
\n1. What is the primary difference between the antecedent conditions of a mand\/tact, and the intraverbal\/echoic\/autoclitic verbal operants?
\n
\nMand\/tact antecedent conditions are motivations operations combined with a specific aspect of the current environment. Mand antecedent conditions are motivational operations and the most basic form of verbal operants. (i.e.: requests) Tact has to do with the current environment. (i.e.: labeling objects in the environment)
\nIntraverbal\/echoic antecedents include verbal behavior of another person. With intraverbal, while the antecedent is a verbal behavior that is under the stimulus control of other verbal behavior, the communication is not direct. For instance, \u201cWhat is your name?\u201d The response needs to come from within the other person. With echoic, the verbal response is similar to the verbal behavior, much like echolalia. Autoclitic antecedent conditions have to do with the speaker\u2019s own control of their verbal behavior. How the listener hears it, determines its meaning. For instance, if I say, \u201cI want a cookie.\u201d; the listener hears, Lisa wants a cookie. Whereas, if I say, \u201cI REALLY want a cookie.\u201d it would be perceived quite differently by the listener.
\n
\n2. In repeating Skinner's assessment of a "tact", Bondy, et al. state that this verbal operant is stimulated by the object, event or property of and object\/event (pg. 248). How does internal motivation play a part in stimulating any of the verbal operants? Is it ALWAYS externally driven? Explain.
\n
\nI believe that initially, it is externally driven. However, eventually, internal motivation is going to take over when the demand for the reinforcer\/object becomes so great, that the individual will use whatever means to make their wishes know that they want it.
\n
\n3. The visual systems such as PECS, or using sign language fall under the category of being "alternative" communications. However, throughout the world societies use visual systems such as the men\/women icons on bathrooms and to notify people when it is safe to walk across the street, pictures of food items on menus, and, billions (if not hundreds of millions) of people have televisions in their homes. Are these not visual communication systems? Why are AACs considered alternatives when we use visual communication systems each and every day?
\n
\nAAC\u2019s are considered alternative forms of communication because they are used by individuals who have specific communication deficits. It is another means to help them communicate. There are many visuals within our world, such as pictures on menus, icons on bathrooms and televisions; these too, could be considered alternative means of communication, since we live in such a diverse society. We may not personally need to see a picture of a woman to use a ladies\u2019 room but someone else whose communication is impaired may need it. Additionally, televisions have closed captioning, so they too could, in some way be perceived as an AAC.
\n
\n4. What is Evidence Based Practice (EBP) and what are the pros and cons of its practicality within the current framework of K-12 education (you may refer to your own, practical experience with regard to the EBP guidelines).
\n
\nEvidence based practice, according to Mirenda and Iacono, is using the best and most current research evidence, combined with clinical\/educational expertise in order to make the best decisions for individuals with whom you work. As for myself, I definitely believe in using current research; that is, not more than ten years old, in order to base my teaching practices. However, I believe it has to have sound research behind it, and be tested for more than just one or two years. Too often, school districts \u201cjump on the bandwagon\u201d and take some current research and establish it as \u201cbest practices\u201d for their district, only to decide in a few years there is something better out there. Personally, that is way too confusing for me. If something is good, it is good for the long haul and does not need to be changed every 3-4 years.
\n
\n5. Is all communication functional? Please explain your answer.
\n
\nNot all communication is functional, unless you are referring specifically to our students with ASD; then the answer is yes. I think of functional communication as a negative behavior designed to evoke a desired response by the individual who is the recipient of the communication, which is used by the person communicating to convey a want or need. Usually, students with ASD have functional communication. Their communication serves a need such as attention-seeking, control, request, etc. However, those who use functional communication to express themselves, such as individuals with ASD, usually do it in a manner that is unacceptable such as screaming, having a tantrum, or self-injurious behavior.
\nIf you are asking me if communication serves a function by all people, I believe it does. However, most individuals are able to communicate their wants\/needs verbally and do not need to resort to inappropriate behaviors in order to express themselves.","dateCreated":"1296365771","smartDate":"Jan 29, 2011","userCreated":{"username":"lisakhuraibet","url":"https:\/\/www.wikispaces.com\/user\/view\/lisakhuraibet","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33383840","body":"In response to Eric's questions:
\n
\na. \u201cInitial stages of PECS training are similar to a parent teaching an toddler about the name of objects and colors.\u201d Do you agree or disagree with this statement? Both. While a parent does use a similar way to introduce colors and objects to a young child, that introduction is often broad in scope and may include simply naming all the items the child touches, or providing items and naming them by title or color. When doing the initial phases of PEC's, the items used are limited and generally center on highly preferred items that the child is already familiar with. The name for the item is generally known, but the child must learn to initiate the interaction to receive that item. Descriptive terms, like colors, are not used until a much later phase of PEC's training.
\nb. In the Bondy article, Skinner is described as defining several verbal operants. Which do you believe would be the best to use with a student who has limited physical control and limited sight?
\nThat depends on how severe the limitations are. For a student with severely limited sight and somewhat limited control, I would say tact would be the best operant. By using tact, the student can feel the object as it is named and have greater interaction so that they recognize the object when they feel it again.
\n
\nMirenda Chapter Two:
\na. What is \u201cDynamic Assessment\u201d and how can it be used to determine an autistic student\u2019s need for AAC?
\nDynamic assessment is a way using how a child learns to create ideas on what the best way is for that child to generalize communication concepts. It is used to determine which AAC will best be used across settings and situations by the child with the minimal amount of confusion and prompting.
\nb. When would be the appropriate time to start to fade out the use of AAC\u2019s with an autistic student and replace them with verbal cues?
\nThat is dependent on the child and how they access language, including initiation and comprehension. Additionally, the child may "need" to keep the AAc as a buffer, even after they begin to utilize greater amounts of verbal language.
\n
\nImportance of Functional Communication PPT:
\na. Gestures, Body Language, Vocalizations, Manual signs are all examples of what type Augmentative and Alternative Communication?
\nI am hoping you meant non-verbal communication and the third word on the list would be VOCA devices : )
\nThanks,
\nAndey","dateCreated":"1296366732","smartDate":"Jan 29, 2011","userCreated":{"username":"andeyw","url":"https:\/\/www.wikispaces.com\/user\/view\/andeyw","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":23}]},{"id":"33061692","dateCreated":"1295839690","smartDate":"Jan 23, 2011","userCreated":{"username":"Yanna1","url":"https:\/\/www.wikispaces.com\/user\/view\/Yanna1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/auts504.wikispaces.com\/share\/view\/33061692"},"dateDigested":1532763220,"startDate":null,"sharedType":"discussion","title":"Readings and Communication Technology.","description":"I enjoyed the class reading. The Bruner Article was long, but was good information for a teacher. I enjoed learning about the different types of Communication that children with Autism can use. Because I do not work with students with Autism, I do not have an experience with these devices, but I have been researching all the different types. I especially like the new technology with Ipods and Ipads for children that have difficulty communicating.
\nhttp:\/\/www.apple.com\/<\/a>
\n
\nThis website for Apple shows all of the different items ou can purchase. many of them are good for children with disabilities.","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}