Summary
Alternative and argumentative communication (AAC) uses symbols, pictures, written words, and objects that help autistic children to communicate. It also helps autistic children perform in an environment where they can communicate effectively (Beukelman 2020). PECS (Picture Exchange Communication System) is an AAC system with technology that allows persons with poor or no communication ability to communicate via photographs. In exchange for a desired item, PECS users are trained to approach another person and show an image of the item. This action allows the person to initiate to express a request, a thought, or anything else that can be represented on a picture card.
When building and implementing AAC systems with young children, Thistle and Wilkinson (2017) mentioned motor planning as a key element that speech-language pathologists should take into consideration. For the most part, AAC systems are designed in such a way that the user must possess some fundamental skills in order to fully utilize the system’s capabilities. Examples include awareness of categories such as “foods” and “vehicles,” as well as specific words or parts of speech such as verbs (action words) or adjectives in a conventional page- or category-based system, among other things (describing words). Finding specific words can be difficult if a user is unfamiliar with the organizational structures of the database.
Applied behavior analysis (ABA) treatment is an exceptionally well-structured scientific technique that students learn how to play and communicate while simultaneously learning important life skills such as self-care, academics, and social living. With the aid of repetition, reinforcement, and encouragement, an ABA therapist helps a child learn new skills by breaking down his or her talents into component parts (O’Rourke and Bertin 2021). The goal of ABA is to examine a child’s abilities and identify what skills would be good for him to learn, even if the child is not interested in learning specific skills at the time of assessment.
Echolalia
Echolalia is probably your favorite movie or TV show and refers to the repetition of sentences that people hear. These statements may or may not “fit” the context in which they are spoken, but usually indicate something specific. Parents of children with autism are encouraged to look at programs that say these sentences to see what their child is trying to convey when using a particular sentence.
Moving from Topic to Topic
What makes it difficult for people with autism to communicate is their ability to “stay on the topic.” Your mind moves so fast and processes so many stimuli that your thoughts may appear disorganized or out of focus. However, this is usually not the case. Unless someone with ASD expresses a desire to stop talking about a particular topic (and be sure to continue), they usually revisit the topic of the previous conversation.
Focusing on the Literal Meanings of Words
People with some form of ASD usually have difficulty understanding idiomatic languages and metaphors. Another implication of this property is that jokes and humor are difficult to understand. Jokes and humor often rely on ironic tones to convey the true meaning of the speaker. A characteristic of communication methods for people with autism is focusing on the sentence’s ” keywords “. One of the best ways to justify this style of communication is to use simple sentences that do not contain idioms or phrases that hide the “real message” you are trying to convey.
Speaking with no Eye Contact
People affected by this condition pay close attention to sensory details and can lead to information overload when looking at them. Some people prefer to speak with their eyes closed to focus only on the conversation’s stimuli. Understanding and adapting to this diverse communication is the key to building better communication with ASD patients.
References
Beukelman, D. R. & Light, J. C. (2020). Augmentative and alternative communication: Supporting children and adults with complex communication needs (5th edition).
O’Rourke-Lang, C., & Bertin, M. (2021). Which Behavior Therapy Works Best for Children with Autism?. Attitude.
Thistle, J.Wilkison,K. (2017). Correction to: Thistle J.J. & Wilkinson K., Effects of background color and symbol arrangement cues on the construction of multi-symbol messages by young children without disabilities: Implications for aided AAC design. Taylor & Francis.