Related Service Providers Get Why Is Training On
Please answer the question:
Why is training on how to use specific communication techniques or communication devices with a student with ASD essential for parents and related service providers? How should this training take place? How long should the device or technique be used before one knows if it is effective?
Response to students discussion board. DO NOT mix question and student discussion.
(ERIC)Why is training on how to use specific communication techniques or communication devices with a student with ASD essential for parents and related service providers? How should this training take place? How long should the device or technique be used before one knows if it is effective?
Hi Professor ,
The student will be with parents and service providers they will need training on the AAC device because the student will be communicating in this method. If the parents and service providers do no understand, it can frustrate the student, which is not the goal here. The goal is for full support of student and to communicate to the ASD student successfully with the appropriate device. (Nunes & Hanline, 2007). The training should take place at the school without the student at first, so the functions and questions can be answered without any issues. The training should be spread out so there are no time sensitive issues and the AAC device can be explained and the parents and related service providers get opportunities to familiarize them selves with the AAC device. It should take place before or after school on campus. It should take place with ASD Specialist and Speech Pathologist. The device should be used for a least a couple of weeks to see if it is an effective choice for student communication. The goal is to gather the data throughout the day with the device. Stakeholders should be asking, does the student use the AAC throughout their day during transition, lunch, special events, assemblies, and field trips? Was the proper modeling displayed for the student on how the device works? Are the appropriate staff members trained with the device? If these answers are positive than the student and LEA can continue using the device. If these answers are pointing in the negative direction, the stakeholders need to make a decision on another AAC device so that the ASD student can communicate successfully and have less behavior and avoidable situations (Nunes & Hanline, 2007).
Nunes, D., & Hanline, M. F. (2007). Enhancing the alternative and augmentative communicationuse of a child with autism through a parent-implemented naturalistic intervention. InternationalJournal of Disability, Development & Education, 54 , 177–197. doi: 10.1080/10349120701330495 .
(PatS.)Individuals with ASD have many professionals serving them from an array of services, such asschool psychologist, speech language pathologist, teachers, classroom aides, behavior specialists, etc. Communication is essential in all environments. Collaboration, planning between professionals and family members is necessary to ensure all are putting into practice AAC. The purpose of AAC is to generalize communication. A basic understanding of AAC will aide the team decisions in making appropriate accommodations and modifications for the individual with ASD (Ganz, 2014).
Initially training starts with finding the preferred device . Minimal instruction where the individual with ASD is able to match icons on the device with the real items. The individuals is then asked to point to the preferred device (Ganz, 2014). The preference may be reevaluated. Using incidental teaching is a naturalistic teaching approach to training. The child initiates interaction from a contrived environment by the communicative partner or interventionist. Hopefully the environment will motivate the child to initiate an interaction through objects or present activities.(Ganz,2014). When the child has initiated in some manner, an eye focused on an object, pointing, The communicating partner will show the child the icon on the device or speak of the color, shape, etc. in a natural way of communicating. The communicator will end on a positive note with words of praise when the child responds and does not respond. Communication devices are placed around the room to prompt speech/communication, such as choice boards or books (Ganz, 2014)..
The time needed to learn to work the high tech AAC will depend on the individual and the device. If the AAC device is difficult for the individual and family members to use progress will be limited. If the device is not compatible with up to date apps progress will be limited. (Ganz, 2014).
Ganz, J. B. (2014). Aided augmentative communication for individuals with autism spectrum
disorders. New York, NY: Springer Publishing.
(Laura)According to (Ganz, 2014) the training on how to use a communication device with a student with ASD is important for parents and related service providers because they, along with parents, are often the most frequent communicative partners, they are often responsible for maintaining the AAC device/system, meeting the individual’s needs related to AAC, and encouraging AAC use. Further, supervising teachers play a significant role in training and monitoring of paraprofessionals, or aides, who often spend more time with individuals with ASD and CCN in school than certified teachers do. (Ganz, 2014) Therefore, this training begins with teachers and paraprofessionals who work with the individual who uses AAC should regularly collect data on the person’s progress in effectively using the system, progress on related goals, use related to general education curricula, use across various contexts and settings, use with varied communication partners and peers, use across the day. (Ganz, 2014)
Lastly, the time used before knowing the device effectiveness can vary depending on the student from the data collected the SLP can determine if goals are met successfully. In other words, Data on the use of AAC and mastery of related communication goals should be collected regularly and SLPs should regularly review these data to determine the effectiveness of the AAC system, make modifications, add vocabulary, revise goals, and determine professional development needs. This process should be ongoing to insure that needed modifications in AAC mode and vocabulary are made to meet the communication needs of students with ASD and CCN across all settings and contexts. (Ganz, 2014)
Reference
Ganz, J. B. (2014). Aided augmentative communication for individuals with autism spectrum disorders. New York, NY: Springer Publishing.
Read the Article:
Read “Articles at a Glance — Collection of Articles on AAC and Autism Spectrum Disorders,” from Perspectives on Augmentative and Alternative Communication (2007).
http://www.dynavoxtech.com/training/toolkit/details.aspx?id=303
Read “AAC Supports for Engaging Students with Autism Spectrum Disorder (ASD) in Group Instruction by Cafiero, located on the Cafiero Communications website.
http://www.cafierocommunications.com/articles/AACG.pdf
Explore the Assistive Technology page of the Autism Speaks website.
http://www.autismspeaks.org/family-services/resource-library/assistive-technology
Read “Technology Support,” available on the Autism Strategies for Teachers website.
http://autismstrategiesforteachers6.weebly.com/technology-support.html
Read “iPhone/iPad Apps for AAC,” by the Spectronics Consultancy Team, located on the Spectronics website.
http://www.autismpluggedin.com/2011/09/top-10-aac-iphone-and-ipad-apps-under-30.html