autism nonverbal forms of communication autism nonverbal forms of communication presentation by stefanie tony lisa table of contents what is autism different types of autism the research focus chil

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Autism: Nonverbal forms

of communication

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Table of Contents:

 What is Autism?

 Different types of Autism
 The Research Focus

 Children with Autism:Verbal Communication
 Our Research and it’s Importance

 Effective Methods

– American Sign Language

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What is Autism?

 A psychiatric disorder of childhood

characterized by marked deficits in

communication and social interaction,
preoccupation with fantasy, language

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Different types of Autism

 Childhood Autism

 Asperger’s syndrome

 Childhood disintegrative disorder
 Rett’s Disease

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The Research Focus:



Communication of Autistic

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Children with Autism: Often Have

Children with Autism: Often Have

Trouble Communicating Verbally

Trouble Communicating Verbally

 Autistic children are unable to communicate

their wants, needs and desires effectively so
that people can understand them

 It is important for a child with autism to be

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The Research:

The Research:

 We looked at different forms of

nonverbal communication that children

with autism can use.

 We wanted to discover effective ways to

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It’s Important:

 It is important for a child with autism to

be able to communicate with others in a
way that will effectively convey what

they want to say.

 This is important not only in a school

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Effective Methods:

 American Sign Language

 Picture Exchange Communication System

(PECS)

 Message boards

 Voice Output Communication Devices

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American Sign Language

 Sign language was first developed as a means of

communication for hearing-impaired individuals.

 Sign language has also been used to teach people with

developmental disabilities who have little or no communication
skills and has been proven to be successful.

 Teaching autistic children how to use sign language is not as

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Picture Exchange Communication System Exchange Communication System
(PECS)

(PECS)

 Many children with autism tend to learn visually.

 Many children with autism communicate using picture

cards.

 PECS:

– Decrease negative behaviors that were caused by
frustrations;

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PECS Phases

 Phase 1: Teacher and Student Card Motivation Tool

 Phase 2: Student Independence

 Phase 3: Multiple Pictures

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Message Boards

 Message Boards are set up in the

classroom to tell an autism child what
they are going to be doing for the day.

 The child would go the board after each

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Voice

Voice Output

Communication Devices

Communication Devices

 A Voice Output Communication Aid or VOCA is an

electrical communication device which assists people
who have a communication impairment to express

their needs, exchange information, ask questions and
participate in conversations.

 A voice output device is an electronic device that

"speaks" for a child

 The child can expressively communicate one or more

messages.

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Our Results

 There was no one method that seemed

to work more effectively than another.

 The method used depends on the child.

 What might work for one child may not

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References

 Bishop, Dorthy. (2005). Executive functions in children with communication.

Impairments, in Relation to Autistic Symptomatology. 2: Response Inhibition

<i>Autism the International Journal of Research and Practice,</i> 9(1), 29-35.

 Bondy, A. S. and L. Frost. (2002). The Picture exchange communication system.
<i>Focus on Autistic Behavior</i> 9(3), 1-19.

 Kravits, T. R. (2002). Brief report: Increasing communication skills for an

elementary- aged student with autism using the picture exchange communication
system. <i>Journal of Autism and Development Disorders</i>, <i>32</i>(3), 225-230.

 Shore, S. M. (2002). The language of music: Working with children on the

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