Do you know about - Speech and Language Therapy for Children With Autism
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The goal of speech therapy is to enhance all aspects of communication. This includes: comprehension, expression, sound production, and public use of language (1). Speech therapy may contain sign language and the use of photograph symbols (2). At its best, a definite speech therapy program is tailored to the definite weaknesses of the individual child (1). Unfortunately, it can be difficult to create a child-specific, evolving, long-term speech therapy plan (1, 3).
The National research Council describes four aspects of beneficial speech therapy-
(1) Speech therapy should begin early in a child's life and be frequent.
(2) Therapy should be rooted in practical perceive in the child's life.
(3) Therapy should encourage spontaneous communication.
(4) Any transportation skills learned while speech therapy should be generalizable to multiple situations (4).
Thus, any speech therapy program should contain practice in many distinct places with many distinct population (2). In order for speech therapy to be most successful, caregivers should practice speech exercises while general daily routines in the home, school, and community (1, 5). Speech therapists can give definite examples of how best to integrate speech therapy throughout a child's day (6).
What's it like?
Speech therapy sessions will vary greatly depending upon the child. If the child is younger than three years old, then the speech therapist will most likely come into the home for a one hour session. If the child is older than three, then therapy session swill occur at school or in the therapist's office. If the child is school age, expect that speech therapy will contain one-on-one time with the child, classroom-based activities, and consultations between the speech therapist and teachers and parents (2).
The sessions should be designed to engage the child in communication. The therapist will engage the child through games and toys chosen specifically for the child. Any distinct speech therapy techniques and approaches can be used in a singular session or throughout many sessions (see below).
What is the principles behind it?
Children with autism not only have issue communicating socially, but often also have problems behaving. These behavioral problems are believed to be at least partially caused by the dissatisfaction linked with the inability to communicate. Speech therapy is intended to not only enhance public transportation skills, but also teach the ability to use those transportation skills as an alternative to unacceptable behavior (1).
Does it work?
Many scientific studies demonstrate that speech therapy is able to enhance the transportation skills of children with autism (1). The most prosperous approaches to speech therapy include: early identification, house involvement, and individualized rehabilitation (3). There are many distinct approaches to speech therapy and most of them are effective. The table below lists some of the distinct approaches. In most cases a speech therapist will use a blend of approaches in a program.
Type of Speech Therapy
Definition
Does it Work?
Augmentative and alternative transportation (Aac)
broad term for forms of transportation that supplement or enhance speech, including electronic devices, photograph boards, and sign language
Yes (2)
Discrete trial training
therapy that focuses on behavior and actions
Yes (1)
Facilitated communication
communication technique that involves a facilitator who places his hand over the patient's hand, arm or wrist, which is settled on a board or keyboard with letters, words or pictures
No (1, 3)
Functional transportation training (Fct)
use of distinct reinforcement to motivate the child to communicate
Yes (4)
Generalized imitation
child is encouraged to mimic the therapists mouth motions before attempting to make the sound
Yes (5)
Mand training
use of prompts and reinforcements of independent requests for items (referred to as mands)
Yes (6)
Motivational techniques
therapy techniques that focus on following the child's lead and capitalize on the child's desire to respond
Yes (7)
Peer mentors/circle of friends
use of children who are trained to interact with the autistic child throughout the day
Yes (8)
Picture transfer transportation system
method of using photograph symbols to communicate
Yes (9)
Relationship improvement intervention
trademarked rehabilitation program that centers on the reliance that individuals with autism can participate in authentic emotional relationships if they are exposed to them in a gradual, systematic way
Yes (8)
Sign language/total communication
language of hand shapes, movements, and facial expressions (especially beneficial for ages 0-3)
Yes (1)
Story scripts/social stories
actual stories that can be used or adapted to teach public skills
Yes (1, 8)
Is it harmful?
There are no reports of speech therapy being harmful.
Cost
The cost of speech therapy is covered by the government through the Individuals with Disabilities schooling Act (Idea). The amount of speech therapy provided in this setting may be suboptimal and thus should be supplemented with secret therapy. secret speech therapy can be expensive (approximately 0/hour)
Speech therapy requires parental venture of time. In order to be most effective, parents should be fully integrated into the therapy program and should seek out opportunities to practice transportation throughout the daily routine. With time, this should come to be a new way of life.
Resources
Autism is a health covered under the Individuals with Disabilities schooling Act (Idea). Services covered by Idea contain early identification and estimation and speech language analysis (speech therapy). This law protects the proprietary of patients with autism and provides guidelines to sustain in their education. It covers children from birth to age 21 (U.S. Group of schooling Web site). Pediatricians can supply perceive facts for the state early intervention program (for children 0 to 3 years old). School districts will coordinate special services for children 3-21 years old.
Parents of nonverbal children should consider incorporating Pecs.
Signing Times is one of many associates selling systems that help to teach children sign language.
American Speech-Language-Hearing Association. (2006). principles for speech-language pathologists in diagnosis, assessment, and rehabilitation of autism spectrum disorders over the life span: Technical report.
Charman T, Stone W. public and transportation improvement in Autism Spectrum Disorders: Early Identification, Diagnosis, and Intervention. New York, The Guilford Press, 2006, pp. 115-266.
Paul R, Sutherland D. Enhancing early language in children with autism spectrum disorders. In Volkmar Fr, Paul R, Klin A, et al. Handbook of Autism and Pervasive Developmental Disorders, Third Edition, Volume Two. Hoboken, John Wiley & Sons, 2005, pp 977-1002.
References
1. Goldstein, H. 2002. "Communication Intervention for Children with Autism: A divulge of rehabilitation Efficacy." Journal of Autism and Developmental Disorders v32 n5 p373-96 Oct 2002.
2. Diehl, S.F. 2003. "The Slp's Role in Collaborative estimation and Intervention for Children with Asd." Topics in Language Disorders v23 n2 p95-115 Apr-Jun 2003.
3. Lord, C. 2000. "Commentary: achievements and hereafter directions for intervention research in transportation and autism spectrum disorders." J.Autism Dev.Disord. 30(5):393-398.
4. Committee on Educational Interventions for Children with Autism, C.L.a.J.P.M.E.2001. "Educating Children with Autism." Committee on Educational Interventions for Children with Autism, C.L.a.J.P.M.E. The National Academies Press.
Ref Type: Book, Whole
5. Koegel, L.K. 2000. "Interventions to facilitate transportation in autism." J.Autism Dev.Disord. 30(5):383-391.
6. Safran, S.P., et al. 2003. "Intervention Abcs for Children with Asperger Syndrome." Topics in Language Disorders v23 n2 p154-65 Apr-Jun 2003.
7. Light, J.C., et al. 1998. "Augmentative and alternative transportation to sustain receptive and expressive transportation for population with autism." J.Commun.Disord. 31(2):153-178.
8. Keen, D., et al. 2001. "Replacing prelinguistic behaviors with functional communication." J.Autism Dev.Disord. 31(4):385-398.
9. Ross, D.E., and R.D. Greer. 2003. "Generalized imitation and the mand: inducing first instances of speech in young children with autism." Res.Dev.Disabil. 24(1):58-74.
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