Thriving with Autism: Exploring Effective Techniques and Strategies
As the understanding of autism spectrum disorder continues to evolve, so do the techniques and tools available for individuals with autism to navigate the world around them. From sensory integration therapies to social skills training and beyond, there are a wide range of strategies that can help individuals with autism to thrive.
C.A.R.E utilize a variety of evidence-based techniques in their training program.?By combining different approaches and tailoring them to the unique needs of each individual, CARE can help individuals with autism to build essential skills and achieve their full potential. With the right support and guidance, individuals with autism can thrive and lead fulfilling, meaningful lives.
TEACCH:
Structured teaching via the TEACCH method was developed by Professor Eric Schopler and many of his colleagues at the University of North Carolina at Chapel Hill. The TEACCH method is not considered an actual therapy but rather a therapeutic tool to help autistic individuals understand their surroundings. Autistic individuals often have difficulty with receptive and expressive language, sequential memory, and handling changes in their environment. The TEACCH method provides the individual with structure and organization. This method relies on five basic principles; a brief description of each is provided below.
Physical structure
Physical structure refers to the actual layout or surroundings of a person's environment, such as a classroom, home, or group home. The physical boundaries are clearly defined and usually include activities like: work, play, snack, music, and transitioning
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Scheduling
A schedule or planner is set up which indicates what the person is supposed to do and when it is supposed to happen. The person's entire day, week, and possibly month, are clearly shown to the person through words, photographs, drawings, or whatever medium is easiest for the person to comprehend.
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Work system
The work system tells the person what is expected of him/her during an activity, how much is supposed to be accomplished, and what happens after the activity is completed. The goal is to teach the person to work independently. The work system is also organized in such a way that the person has little or no difficulty figuring out what to do.?
Routine
According to the TEACCH method, the most functional skill for autistic individuals is a routine which involves checking one's schedule and following the established work system. This routine can then be used throughout the person's lifetime and in multiple situations
Visual structure
Visual structure refers to visually-based cues regarding organization, clarification, and instructions to assist the person in understanding what is expected of him/her. For example, a visual structure may involve using coloured containers to assist the person in sorting coloured materials into various groups or displaying an example of a stamped envelope when the person is asked to place stamps ?on envelopes.
The TEACCH method is primarily used to assist the autistic individual in better understanding his/her environment. The techniques described above are not faded out over time; but rather, they are to be consistently used across a variety of environments.
For more information visit: www.teacch.com
Makaton
Makaton is a unique language program that helps people with communication difficulties to express themselves using a combination of speech, signs, and symbols. It is a powerful tool for individuals with communication needs, including those with developmental delays, learning disabilities, and autism spectrum disorder. In this article, we will explore the origins, benefits, and applications of ?Makaton.
The Makaton language program uses a combination of signs, symbols, and speech to help individuals communicate more effectively. The program consists of a core vocabulary of about 450 words and phrases, including common nouns, verbs, adjectives, and pronouns. ?
Makaton can be used in a variety of settings, including schools, healthcare facilities, and in the home. It is particularly effective for children with developmental delays or learning disabilities, as well as those on the autism spectrum who may struggle with social communication.
The benefits of Makaton are numerous. For individuals with communication difficulties, Makaton can provide a means of expressing themselves that they may not have had otherwise. By using signs and symbols, individuals can communicate with others who may not understand their speech and can also use Makaton to aid in the development of speech.
Makaton is also beneficial for parents and caregivers, as it provides them with a means of communicating with their child and understanding their needs. By learning the signs and symbols used in Makaton, parents can create a supportive environment for their child and help them to develop their language skills.
Makaton is extremely flexible as it can be personalised to an individual's needs and used at a level suitable for them. It can be used to: ? share thoughts, choices and emotions ? label real objects, pictures, photos and places ? take part in games and songs ? listen to, read and tell stories ? create recipes, menus and shopping lists ? write letters and messages ? help people find their way around public buildings.
Makaton is a powerful tool for individuals with communication difficulties. It provides a means of communication that is accessible to those who may not be able to use speech alone. The benefits of Makaton extend beyond the individual to include their parents, caregivers, and community. By providing a means of communication, Makaton helps individuals with communication difficulties to develop their language skills, become more independent, and participate more fully in society.
C.A.R.E: Centre for Autism Research and Education uses Makaton as a tool and resource in teaching their students with Autism. We recognize the value of Makaton in helping individuals with communication difficulties to express themselves more effectively. By incorporating Makaton into our educational programs, we provide our students with a means of communication that is accessible, inclusive, and empowering. Using Makaton, we assist our students to develop their language skills, become more independent, and reach their full potential.
For more information visit: www.makaton.co.za
PECS: Picture Exchange Communication System
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PECS was developed in 1985 as a unique augmentative/alternative communication intervention ?package for individuals with autism spectrum disorder and related developmental disabilities. First used at the Delaware Autistic Program, PECS has received worldwide recognition for focusing on the initiation component of communication. PECS does not require complex or expensive materials. It was created with families, educators, and resident care providers in mind, so is readily used in a range of settings. PECS begins by teaching an individual to give a picture of a desired item to a “communicative partner", who immediately honors the exchange as a request. The system goes on to teach discrimination of pictures and how to put them together in sentences. In the more advanced phases, individuals are taught to answer questions and to comment
For more information visit: www.pecs.com
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FLOORTIME
Just as the name suggests, you get down on the floor but you do a whole lot more than play.
The Greenspan Floortime Approach is a system developed by the late Dr. Stanley Greenspan. Floortime meets children where they are and builds upon their strengths and abilities through interacting and creating a warm relationship. ?Floortime challenges them to go further and to develop who they are rather than what their diagnosis says. In Floortime, you use this time with your child to excite her interests, draw her to connect to you, and challenge her to be creative, curious, and spontaneous—all of which move her forward intellectually and emotionally.
For any age child, you do three things:
1. Follow your child’s lead, i.e. enter the child’s world and join in their emotional flow;
2. Challenge child to be creative and spontaneous; and
3. Expand the action and interaction to include all or most of child’s senses and motor skills as well as different emotions.
As you do all this, while staying within her focus, you are helping her practice basic thinking skills: engagement, interaction, symbolic thinking and logical thinking. To master these skills requires using all these senses, emotions, and motor skills, as The Greenspan Floortime Approach? explains. ?Dr. Greenspan developed Floortime to help families support their child’s development. Floortime can be done at home or at a clinic, but it’s useful, especially at the beginning, to have some guidance from a comprehensive source.
For more information visit: www.stanleygreenspan.com
AAC
Augmentative and alternative communication (AAC)?provides a means of effective communication to individuals with autism spectrum disorder?(ASD), many of whom are unable to use conventional speech effectively. It?is a range of strategies and tools to help people who struggle with speech.
These may be simple letter or picture boards or sophisticated computer-based systems. AAC helps someone to communicate as effectively as possible, in as many situations as possible.
There are a lot of different types of AAC.?
No-tech?and?low-tech?options include things like
High-tech?options include things like
A person may use different types of AAC because there are many ways that we all communicate. An?AAC system?means all of the tools of this type that a person uses.
Grid for iPad
Grid for iPad is an Augmentative and Alternative Communication (AAC) App that uses an instant symbol and text to voice output. In essence it gives a voice to non-speaking people. It is suitable for a wide range of people with communication needs e.g. people with communication needs, including: ALS / MND, Autism, Cerebral Palsy, Down’s syndrome, Learning difficulties and Stroke / Aphasia.
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