AUTISM AND MODERN TECHNOLOGIES

ByMalvese Dalrymple

Ronald Ramkissoon

What is Autism?Autism is known as a complex developmental disability. Experts believe that Autism presents itself during the first three years of a person's life.

What causes autism?The condition is the result of a neurological disorder that has an effect on normal brain function, affecting development of the person's communication and social interaction skills.

What is Autism Spectrum Disorders (ASDs)?

Different people with autism can have very different symptoms.  Health care providers think of autism as a “spectrum” disorder, a group of disorders with similar features.  One person may have mild symptoms, while another may have serious symptoms.  But they both have an autism spectrum disorder.Currently, the autism spectrum disorder category includes:

Autistic disorder (also called “classic” autism) Asperger syndrome Pervasive Developmental Disorder Not

Otherwise Specified (or atypical autism)

What are the symptoms of Autism or ASDs?

The main signs and symptoms of autism involve problems in the following areas:

Communication - both verbal (spoken) and non-verbal (unspoken, such as pointing, eye contact, and smiling)

Social - such as sharing emotions, understanding how others think and feel, and holding a conversation

Routines or repetitive behaviors (also called stereotyped behaviors) - such as repeating words or actions, obsessively following routines or schedules, and playing in repetitive ways

The symptoms of autism can usually be observed by 18 months of age. 

What are the treatments for Autism or ASD?

There is no cure for autism, nor is there one single treatment for autism spectrum disorders.  But there are ways to help minimize the symptoms of autism and to maximize learning. Which include:

Behavioural therapy and other therapeutic options

Medication options Educational and/or school-based

options

Behavioral therapy and other therapeutic options

Behavior management therapy helps to reinforce wanted behaviors, and reduce unwanted behaviors.  It is often based on Applied Behavior Analysis (ABA).

Speech-language therapists can help people with autism improve their ability to communicate and interact with others.

Occupational therapists can help people find ways to adjust tasks to match their needs and abilities.

Physical therapists design activities and exercise to build motor control and improve posture and balance. 

Medication options

Currently there are no medications that can cure autism spectrum disorders or all of the symptoms.  The U.S. Food and Drug Administration has not approved any medications specifically for the treatment of autism, but in many cases medication can treat some of the symptoms associated with autism.

Selective serotonin reuptake inhibitors (SSRIs), tricyclics, psychoactive/anti-psychotics, stimulants, and anti-anxiety drugs are among the medications that a health care provider might use to treat symptoms of autism spectrum disorders.

Educational and/or school-based options

Public schools are required to provide free, appropriate public education from age 3 through high school or age 21, whichever comes first.

Typically, a team of people, including the parents, teachers, caregivers, school psychologists, and other child development specialists work together to design an Individualized Education Plan (IEP) to help guide the child’s school experiences.

Autism and EducationWith autistic children there are certain things a teacher needs to keep in mind this slide and the following slides deals specifically with ways in which teachers can improve the class using technology beginning with low to high technologies.

 Environmental Considerations

Visual and auditory stimulation in the classroom must be taken into consideration.

Many students with autism are sensitive to auditory input and have a more difficult time processing auditory stimulation. Their work stations should be placed away from excessive auditory stimulation and away from unnecessary movement.

Visual Structure

Students with autism perform best when their daily routine is predictable, with clear expectations. Establishing and following a visual schedule eliminates the unexpected and assists students in anticipating and preparing for transitions. Schedules must be visual and kept in the same location at all times. For pre-readers, an object schedule can be used. A tangible object that is related to the class or activity it represents is attached to an icon and the printed word. Other students are able to follow an icon schedule and strong readers can use a printed schedule.

Alternatives to Verbal CommunicationMany students with autism have

impairments in communication, particularly expressive communication. For those who are non-verbal, an augmentative communication system must be in place. The Picture Exchange Communication System (PECS has been very effective. Voice output communication devices may be very appropriate. For those students who do have verbal communication skills, many benefit from having some form of augmentative communication available as a back-up system for times when expressive communication may fail them.

Literacy Instruction

Because many students with autism rely on some form of augmentative communication, even if it is only a backup, literacy instruction is very important. If a student is literate, s/he will be able to communicate at a much higher level than if the child is forced to depend on communications devices that are programmed with limited vocabulary. Literacy instruction should begin at a very early age and continue throughout all school years.

Consistency

All students do best when the daily program remains consistent with clear expectations. All staff working with students with autism need to be well-trained and must implement the daily program as consistently as possible.

Sensory Opportunities

Most students with autism have some sensory needs. Many find deep pressure very relaxing. Others need frequent opportunities for movement. All students should have a sensory profile completed by an occupational therapist or other professional trained in sensory integration. Based on the profile, a sensory “diet” can be created and implemented throughout the day.

Take advantage of student strengths and interests

Many students with autism have particular strengths and interests and these should be taken advantage of in the classroom. For example, if a student demonstrates an interest in trains, the student should have opportunities to read about trains, write about trains, do math problems about trains, etc.

Assistive Technology for Children with Autism According to the Technology-Related

Assistance for Individuals with Disabilities Act of 1988 (Public Law 100-407), an assistive technology means any item, piece of equipment, or product system, whether acquired commercially, off-the-shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. Assistive technology service is any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device.

Visual Representation Systems

It is important to determine which visual representation system is best understood by the child, and in what contexts. Various visual systems, such as objects, photographs, realistic drawings, line drawings, and written words, can be used with assorted modes of technology, as long as the child can readily comprehend the visual representation.

Some children may need different visual representation systems in different situations. This may be dependent upon numerous factors, such as the skill being taught, as well as the unique characteristics of autism: attending, organization, distractibility, etc.

The Mayer-Johnson software program, Boardmaker, is a user-friendly program for both adults and children (18). The program offers a 3,000 Picture Communication Symbol (PCS) library in either black/white or color, and can be accompanied by any written word/message. The symbols can be made in any size, and tend to be universally understood. They present a relatively clear, 'uncluttered' representation and remove any ambiguity, which can sometimes arise when using photographs, especially personally-made photographs, as in the following example. In the notes.

When using line drawings such as Boardmaker, caution should also be taken in determining whether to use black/white or color picture communication symbols, as some children with autism may prefer or dislike specific colors. They may focus only on the color instead of processing the entire picture. This will render the Picture Communication Symbol (PCS) virtually meaningless to the children as they are not processing the entire picture. Black and white picture communication symbols tend to remove any ambiguity which might arise.

If the child has difficulty understanding the Picture Communication Symbol (PCS) line drawings and needs a more concrete representation, a good software program to use is Picture This (20). This program allows for the presentation of real photos, without risking ambiguous background clutter, which can be a part of personal photographs. Picture This contains over 2,700 photos from numerous categories which are ideal for:

   Creating schedules;    Augmentative communication systems;    Games;    Reading activities;    Sequence activities for following directions;    Various academic activities.

For children who have difficulty understanding two dimensional visual representation systems (e.g., photo, drawings, line drawings), and require objects as their visual representation systems, the use of True Object Based Icons (TOBIs) is suggested (3). These TOBIs can be any line drawing, picture, etc., which are cut out in the actual shape or outline of the item they represents. The child can both see and feel the symbol and shape, thus assisting him to more readily understand the two-dimensional representation system. TOBIs tend to be somewhat larger than the typical two-dimensional visual representation system. When first introduced, they may be 3 inches in size or larger (3). The printed word label should always accompany the picture, and should be placed strategically so as not to alter the symbol shape.

Example from the AutismPro Plan

In pairs perform the following game keeping in mind that one person acts as a child with ASD symptoms.

Name the Hidden CardObjective: Names pictures of familiar objects and

peopleDevelopmental Area: Expressive LanguageCurriculum Area: VocabularyMethod: DevelopmentalDevelopmental Level: IntermediateCategory: Exploratory playSetting: Adult-ChildMaterialsPictures of familiar objects and peopleSmall bowl

Procedure for Name the Hidden Card

1. Sit across from the child at the table.2. Tell the child you are going to hide one of the

pictures under the bowl.3. Put one of the pictures face up on the table.

Place the bowl on top of it.4. Direct the child to peek under the bowl.5. Ask him/her to name the object or person

pictured (e.g., ‘Who’s that?’ or ‘What is this?’).6. If the child correctly names the object or

person pictured, playfully lift the bowl to reveal the

picture. Reinforce him/her. Use social interaction and verbal praise related to the activity (e.g.,

‘Good job naming the mailman’ or ‘That’s right, it’s a picture of a car.’).

Procedure for Name the Hidden Card Con’t

7. Hide another picture under the bowl.8. Direct the child to peek at the picture. Similarly ask the child to

name the object or personpictured.9. If the child doesn’t name the object or person in response to your

question, prompt him/her to say the correct name for the object or person pictured. Repeat your question, give the child an expectant look, and provide the initial sound for the object or person.

10. You may need to model naming the object or person a number of times before the child

independently names the object or person pictured.11. Over time, fade out your question and replace it with a leading

comment so the child canbegin to name the objects and people spontaneously (e.g., ‘Wow, she

looks really pretty,’ or,‘That is . . . ‘)12. Continue to play until the child begins to lose interest in the

activity.

References

http://www.nichd.nih.gov/health/topics/asd.cfm

http://www.autismpro.com/files/autismpro_advocacy_package.pdf

http://www.medicalnewstoday.com/info/autism/

http://www.specialed.us/autism/assist/asst10.htm

http://www.autism-world.com/index.php/2007/03/25/effective-strategies-for-teaching-children-with-autism-spectrum-disorders/