Rising to new heights of communication and learning for children with autism: the definitive guide to using alternative-augmentative communication, visual strategies, and learning supports at home and school

145 Pages·2010·2.1 MB·English

by  Carol L. Spears

Rising to new HeigHts of
CommuniCation and
LeaRning foR CHiLdRen
witH autism
of related interest
Assessing and Developing Communication and Thinking Skills in
People with Autism and Communication Difficulties
A Toolkit for Parents and Professionals
Kate Silver
With Autism Initiatives
ISBN 978 1 84310 352 3
Enabling Communication in Children with Autism
Carol Potter and Chris Whittaker
ISBN 978 1 85302 956 1
Communication Issues in Autism and Asperger Syndrome
Do we speak the same language?
Olga Bogdashina
ISBN 978 1 84310 267 0
Rising to new HeigHts
of CommuniCation and
LeaRning foR CHiLdRen
witH autism
The DefiniTive GuiDe To usinG
AlTernATive-AuGmenTATive
CommuniCATion, visuAl sTrATeGies, AnD
leArninG supporTs AT home AnD sChool
Carol l. SpearS and
ViCki l. Turner
illustrations by pete diaz
Jessica Kingsley Publishers
London and Philadelphia
First published in 2011
by Jessica Kingsley Publishers
116 Pentonville Road
London N1 9JB, UK
and
400 Market Street, Suite 400
Philadelphia, PA 19106, USA
www.jkp.com
Copyright © Carol L. Spears and Vicki L. Turner 2011
Illustrations copyright © Pete Diaz 2011
All rights reserved. No part of this publication may be reproduced in any material form
(including photocopying or storing it in any medium by electronic means and whether
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in both a civil claim for damages and criminal prosecution.
Library of Congress Cataloging in Publication Data
A CIP catalog record for this book is available from the Library of Congress
British Library Cataloguing in Publication Data
A CIP catalogue record for this book is available from the British Library
ISBN 978 1 84905 837 7
ISBN pdf eBook 978 0 85700 332 4
Dedication
It is to the families who have risen above the struggles and challenges
of autism, to soar and triumph like the phoenix, that we dedicate
this work. It is to educators, therapists, aides, professionals, and other
interested parties devoted to improving the lives of children with
autism and other developmental disabilities, that we offer this resource
guide. All of you have inspired us through your tireless efforts. We
hope to facilitate your endeavors.
It is with a promising vision of the future that we dedicate this
work to all children diagnosed with autism and other pervasive
disabilities. You have touched our souls, and it is in you that we
have found our lives’ work. It is our intent that this book should be
useful to those in your life, making your learning experiences, social
situations, and communication efforts more successful.
It is to our husbands, Darren and Hugh, that we dedicate this
work. We are truly thankful for the sacrifices you made in order for it
to come to fruition. You encouraged, supported, and loved us as you
kept the home fires burning to illuminate our journey to completion.
Finally, in all that we do, we acknowledge our Creator who was
in the midst of this project from conception to completion. We give
all the praise and glory to our Father-Mother-God.
Sincerely,
Carol and Vicki

Contents
Introduction 11
pArT i: Alternative-Augmentative Communication
methods 19
Chapter 1: Speech Generating Devices (SGDs) 21
Chapter 2: Picture Exchange Communication System (PECS) 38
Chapter 3: Symbolic Language Systems 46
pArT ii: strategies to support learning 63
Chapter 4: Visual Supports 65
Chapter 5: Social Stories™ 87
Chapter 6: Structured Environments 96
pArT iii: resources 107
Chapter 7: Information on Related Topics 109
Appendix 1 National Organizations 122
Appendix 2 Goals and Objectives 134
Index 142
List of Figures
Figure 1.1–1.2 SGDs for social interaction, comprising:
Figure 1.1 Greeting on arrival at school (a) 27
Figure 1.2 Greeting on arrival at school (b) 27
Figure 1.3–1.6 SGDs for requests and to information giving, comprising:
Figure 1.3 Communicating on arrival (a) 27
Figure 1.4 Communicating on arrival (b) 28
Figure 1.5 Answering questions on arrival (a) 28
Figure 1.6 Answering questions on arrival (b) 28
Figure 1.7–1.9 SGDs for structured academic activities, comprising:
Figure 1.7 Weather 30
Figure 1.8 Circle or group time 31
Figure 1.9 Interaction in the classroom 31
Figure 1.10–1.12 Overlays, comprising:
Figure 1.10 Meal or snack time 33
Figure 1.11 Free time (a) 33
Figure 1.12 Free time (b) 34
Figure 1.13 Bingo 36
Figure 1.14 Messages from school to home 36
Figure 2.1 Phase 1 Picture exchange (a) 42
Figure 2.2 Phase 2 Picture exchange (b) 43
Figure 2.3 Phase 3 Picture discrimination 44
Figure 2.4 Phase 4 “I want” 45
Figure 3.1 Fast-food menu 55
Figure 3.2 Sample pages for a communication binder, comprising:
Figure 3.2a Basic vocabulary 56
Figure 3.2b The weather 56
Figure 3.2c People at school 56
Figure 3.3 An eye gaze chart 57
Figure 3.4 A communication board 59
Figure 3.5a Personal information page 59
Figure 3.5b Calendar words 60
Figure 3.5c Dates in the month 60
Figure 3.6 I am feeling… 61
Figure 3.7 Activities 61
Figure 4.1 Mealtime, with two mini-schedules 67
Figure 4.2 “FIRST/THEN” board 68
Figure 4.3 “NOW/NEXT” board 68
Figure 4.4 “IF/THEN” board 69
Figure 4.5 “Morning routines” 71
Figure 4.5a “Getting ready for school” 71
Figure 4.5b Arrival at school 71
Figure 4.6 Calendars 71
Figure 4.6a Home 71
Figure 4.6b Classroom 71
Figure 4.7 Visual reminders for improving behaviour 72
Figure 4.7a Waiting, visual directive 72
Figure 4.7b Counting down 72
Figure 4.8 Hierarchy of visual representations comprising: 76
Figure 4.8a Real objects 76
Figure 4.8b Miniature real objects 76
Figure 4.8c Photograph 76
Figure 4.8d Container remnant 76
Figure 4.8e Detailed drawing 76
Figure 4.8f Written word 76
Figure 4.9 Four types of visual schedules 81
Figure 4.10 Checklist schedule 81
Figure 5.1 Sample Social Story for a young child for school 91
Figure 6.1 Structured TEACCH work session 103
Figure 6.2 Structured classroom 104
List of Boxes
Box 5.1 Sample Social Story for home 93
Box 5.2 Sample Social Story for home 94
Box 5.3 Sample Social Story for an older child for home 95