Do you know about - Speech and Language Therapy for Children With Autism
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The goal of speech therapy is to heighten all aspects of communication. This includes: comprehension, expression, sound production, and group use of language (1). Speech therapy may comprise sign language and the use of photo symbols (2). At its best, a exact speech therapy schedule is tailored to the exact weaknesses of the personel child (1). Unfortunately, it can be difficult to generate 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 experience 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 schedule should comprise convention in many distinct places with many distinct population (2). In order for speech therapy to be most successful, caregivers should convention speech exercises while normal daily routines in the home, school, and society (1, 5). Speech therapists can give exact 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 comprise one-on-one time with the child, classroom-based activities, and consultations in the middle of 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 straight through games and toys chosen specifically for the child. Some distinct speech therapy techniques and approaches can be used in a singular session or throughout many sessions (see below).
What is the theory behind it?
Children with autism not only have trouble communicating socially, but often also have problems behaving. These behavioral problems are believed to be at least partially caused by the dissatisfaction related with the inability to communicate. Speech therapy is intended to not only heighten group transportation skills, but also teach the capability 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 heighten the transportation skills of children with autism (1). The most flourishing approaches to speech therapy include: early identification, house involvement, and individualized treatment (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 heighten speech, along with electronic devices, photo 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 determined 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 replacement transportation system
method of using photo symbols to communicate
Yes (9)
Relationship development intervention
trademarked treatment schedule that centers on the reliance that individuals with autism can share 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 group 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 straight through the Individuals with Disabilities instruction Act (Idea). The amount of speech therapy provided in this setting may be suboptimal and thus should be supplemented with private therapy. private 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 schedule and should seek out opportunities to convention transportation throughout the daily routine. With time, this should come to be a new way of life.
Resources
Autism is a condition covered under the Individuals with Disabilities instruction Act (Idea). Services covered by Idea comprise early identification and estimate and speech language analysis (speech therapy). This law protects the ownership of patients with autism and provides guidelines to assist in their education. It covers children from birth to age 21 (U.S. Division of instruction Web site). Pediatricians can supply experience data for the state early intervention schedule (for children 0 to 3 years old). School districts will coordinate extra services for children 3-21 years old.
Parents of nonverbal children should reconsider incorporating Pecs.
Signing Times is one of many fellowships selling systems that help to teach children sign language.
American Speech-Language-Hearing Association. (2006). theory for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span: Technical report.
Charman T, Stone W. group and transportation development in Autism Spectrum Disorders: Early Identification, Diagnosis, and Intervention. New York, The Guilford Press, 2006, pp. 115-266.
Paul R, Sutherland D. Improving 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 report of treatment Efficacy." Journal of Autism and Developmental Disorders v32 n5 p373-96 Oct 2002.
2. Diehl, S.F. 2003. "The Slp's Role in Collaborative estimate and Intervention for Children with Asd." Topics in Language Disorders v23 n2 p95-115 Apr-Jun 2003.
3. Lord, C. 2000. "Commentary: achievements and future 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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