"C"
Communication & Comprehension Capitalized
To Capitalize On Communication & Increase Comprehension, Caretakers May Need To...
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To clarify expressive language problems, Webber and Scheuermann (2008) explained that with a receptive language problem, an individual with autism may be mute (nonverbal) or have few verbal skills, may be verbal but echolalic, or may be able to speak - but experiences problems with articulation, grammar, intonation, and functional language (i.e., only requesting, and protesting, not commenting, conversing, or explaining).
Ogletree and Oren (2001) stated that the principles of ABA are tightly woven into the fabric of intervention methodologies for communication disorders. Ogletree and Oren added that prompting, cuing, modeling, chaining, differential reinforcement and fading are some of the other behavioral techniques used by practitioners to enhance communication instruction.
Sometimes, inappropriate or challenging behaviors become the way an individual disagrees or receives what he/she wants (communicates). This is reinforced/encouraged if one receives the desired item/activity/person or escapes an undesired item/activity/task/person right after the challenging behavior.
Tissot, C. & Evans, R. (2003) stressed that sometimes we falsely state that an individual without spoken words is unable to communicate when in actuality, the individual has an ineffective communication system.
Cohen and Volkmar (1997) also noted that a "lack of an effective communication system is associated with increased tantrums, aggression, and even self-injury". So, how is the child, adolescent, or adult with an autism spectrum disorder, communicating their needs, desires, emotions, or protests to others?
Additionally, if a more effective and socially acceptable communication system is needed, then address it immediately. Because, if a child, adolescent, or adult can receive what he/she wants from yelling, screaming or hitting, then, from the child's perspective, why use their words, sign language, picture exchange communication system (PECS) or visual supports?
Ogletree and Oren (2001) stated that the principles of ABA are tightly woven into the fabric of intervention methodologies for communication disorders. Ogletree and Oren added that prompting, cuing, modeling, chaining, differential reinforcement and fading are some of the other behavioral techniques used by practitioners to enhance communication instruction.
Sometimes, inappropriate or challenging behaviors become the way an individual disagrees or receives what he/she wants (communicates). This is reinforced/encouraged if one receives the desired item/activity/person or escapes an undesired item/activity/task/person right after the challenging behavior.
Tissot, C. & Evans, R. (2003) stressed that sometimes we falsely state that an individual without spoken words is unable to communicate when in actuality, the individual has an ineffective communication system.
Cohen and Volkmar (1997) also noted that a "lack of an effective communication system is associated with increased tantrums, aggression, and even self-injury". So, how is the child, adolescent, or adult with an autism spectrum disorder, communicating their needs, desires, emotions, or protests to others?
Additionally, if a more effective and socially acceptable communication system is needed, then address it immediately. Because, if a child, adolescent, or adult can receive what he/she wants from yelling, screaming or hitting, then, from the child's perspective, why use their words, sign language, picture exchange communication system (PECS) or visual supports?
References: Hodgdon, L. (2000); Bondy, A. & Frost, L., (1994); Carr & Felce, (2007); Ganz & Simpson, (2004); Kluth, P., (2004); Mirenda, P. & Beukelman, D., (1998); Callahan, K., Shukla-Mehta, S., Magee, S. & Wie, M., (2009); Parsons, S. & Mitchell, P., (2004); Webber, J. & Scheuermann, B., (2008); Tissot, C. & Evans, R., (2003)