Communication
Videos
Videos on communication systems and some of the communication skills that Austin people have trouble with.
PECS | An Introduction to the Picture Exchange Communication System | The Avenue by Belgrave St. Bartholomew’s Academy
This video covers the basics of the steps to take when implementing the picture exchange communication system (PECS). The video also includes what the PECS teaches the child.
Picture Exchange Communication System (PECS) by T.E.A.M. 4 Kids Pediatric Therapy
This video gives a brief description of what the PECS is. It also includes how an interaction using the system would look like.
Ask An Autism Expert: Aimee Sackrider - Communication with a Tablet by Autism Live
This video is useful if you are looking for people who want to learn about how using a communication tablet works. It also includes some apps that are frequently used. They also explain the importance of responding to the expressed want or need. The video also explains how there are not a lot of fundamental skills needed to communicate using a tablet.
Autism Communication Strategies: DON'T ask an autistic open questions! by Autism on the inside
This video is conducted by a meeting facilitator who is autistic. He explains his and other autistic problems when communicating with neurotypical people. The main issue being discussed is the issue that autistic people have when answering open ended questions. He also explains how using specific questions helps his thought process. He also explains later on how neurotypical people differ from autistic people in this respect. At the end of the video he communicates about connecting with others and how to do so.
Communication for Children with Autism || Speech Tip Tuesday by Emily Perry
This video is from a speech-pathologist about tips that can help non-verbal autistic children communicate effectively. In her video she gives five steps that can be used to motivate someone to communicate. Her first tip is to find out what motivates the child. She then goes into detail about her second step: setting them up for success. Her third step and tip is to give the child time to process the information. Her fourth tip is to acknowledge the child's request. The last thing is to praise and encourage their style of successful communication.
Autism and Verbal Communication Challenges: When Speaking is Difficult by Autism on the inside
This video is from the perspective of an autistic adult male. He states at the beginning that when he is tired communication and talking becomes harder and more taxing. He also explains how much energy he has can make a lot of things harder to endure. He also explains the difficulties he has with small talk. In his next session he explains that being in loud venues can hinder communication. He also talks about how when he is in a difficult situation he usually shuts down his communication abilities. In the middle of the video he expresses that he had to learn to balance energy when he was facing communication challenges. At the end of his video he give examples of what he has done to get through communication issues.
Academic Papers
Published papers regarding communication styles, verbal, and non-verbal communication.
Preverbal and verbal pattern as a predictors for the implementation of the picture exchange communication system (PECS) in autistic children
By Simoni Camilo, Fernanda CRuz, Sheila Cateano, Jacy Perissinoto, and Ana Tamanaha
In the introduction of this paper they discuss classic communication characteristics in autistic children compared to neurotypical children. This paper is mostly a study composed of tables that show how the result laid out. The authors make a note that they covered a wide range of ages from 4-10 years old. In the study they add their ethical methods and how they determined who would be part of their study. They also add sections on how their data was measured and the results of the data. The results of the study is that speech characterization and mean extension were good indicators for the implementation of picture exchange communication system
Comparison of the picture exchange communication system and a speech generating device (ipad) to improve requesting skills of children with autism
By Xu wang, Taro Amagai, Sungha Cho, Hong Pei, and Shigeki Sonyama
This paper is a study on how the PECS and ipads affect the children differently in vocal abilities, requesting skills, and how long it took them to learn to use each phase of the systems. In the introduction the authors included the basis for diagnosing autism, what PECS is, and what a SGD – electric communication aid device – is. In the next pages the authors talk about how they conducted their study and every part that went along with their process. At the end of the pages they talk about the results from each child. They concluded that each communication system was equal on accounts and that they are both good ways to scourge requests from autistic children. They also noted that the systems would most likely need to be taught to teachers and parents. At the end they discuss their limitations and chances for further research.
Communication in children with autism spectrum disorder
By Khasawneh, Mohammad, Khasawneh, Saleem, and Khasawneh, Najwa
This paper discusses the results of a study on blogs written by individuals who have autism and over the age of 18, and their thoughts and opinions on stimming. They cover four different areas that stimming can help. The first is, identity and stigmatized movement which revealed that there was a negative stigma around stimming and that can cause autistic individuals to feel like they were not being themselves. The second one was, ownership of demands which includes how moving the body in a scheduled workout leads to reduced anxiety, gaining control, and allowing for individuals to do the same actions over and over again. The stimming movements allowed for the authors to gain focus. The third area was body regulation in which movement was found to help regulate sensory processing. Therefore it can be used to release or gain energy. The last area was emotional regulation. This area showed how physical activity helps some express their joy or increase the emotion they are feeling and can be used to help regulate emotions when in certain situations or environments.
An analysis of verbal and non-verbal communication in autistic children
By Anita Febriantini, Rahima Fitriati, and Lulund Oktavian
This is a brief paper that involves how the combining visual and verbal strategies can help increase the communication skills of autistic children. They conducted a comparison study between two individuals and found that their communication skills improved the best with verbal and non-verbal communication.
Teaching verbal behavior to children with autism spectrum disorders
By Danielle LaFrance and Caio Miguel
This is part of a textbook. This is useful when wondering how to teach autistic children the basics of verbal behavior. It includes topics like operants and developing basic communication skills. It also includes many resources that can be useful in further research.
Communication and Language Skills of Autistic Spectrum Disorders in Children and Their Parents’ Emotions
By Amela Ibrahimagic, Nedim Patkovic, Bojan Radic, and Selmir Hadzic
A doctoral capstone project for occupational therapy that is focused on creating sensory inclusive classrooms and the importance of them. In the introduction they cover why it is important to have a sensory friendly classroom. In chapter two they talk about the rights and acts that support the disabled in school. They include a part about the role of occupational therapists in schools. Talks about the sensory differences of people and the different types of sensory habits. Talks about the impact of a student's environment to their learning, like distractions. Includes information on importance of schedules, classroom culture, and social context in the classroom. Gives descriptions of different ways to provide for the sensory needs of children. At the end they describe their methodology and the theory they used. There is a chart that outlines some of the things in classrooms that could be improved. In the conclusion they circle back to the importance of meeting children's sensory needs in classrooms