I am always moved to learn about inventive developments in the fields of education and intervention for children with autism. But how often do you hear about interventions being designed for children BY children? Well that is exactly what Zak Kukoff did when he developed Autism Ambassadors. Zak, a typically developing 15-year old, created a curriculum that “will engage typical children and children with ASD’s in a mutually beneficial relationship.” There is research that supports the efficacy of using peer models to facilitate observational learning with children with autism but how often have you seen examples where it has been successfully implemented? We would love for you to share your stories regarding peer modeling or your experience with Autism Ambassadors!
Tag Archives: learning
Have A Listen
I am a HUGE fan of the Radiolab program on National Public Radio (NPR) and just had to share this one. I’ll admit that the Radiolab podcasts are usually my escape from work and a time to think about something different. However, the podcast ‘Words’ focuses on the role language plays in our thinking. It offers several interesting perspectives on language development and non-verbal individuals that really moved me. There is no mention of autism but so much of what is discussed felt relevant to this population. I hope you will listen in…
Dublin Schools Using iPad As Educational Tool
This is an interesting article about a school district in Ohio that is using Ipads with students with developmental disabilities. We were particularly struck by the way they’re using it to appeal to students by engaging all of their senses and providing reinforcement.
iPad and Autism?
As a home-based Early Intervention provider traveling to various locations throughout New York City each day, I find my iPhone to be invaluable. It is quite possibly the best “business” expense of my career. It lurks in my bag as a secret weapon of motivation and reinforcement where once a gaggle of heavy and semi-effective toys resided.
With the huge presence that technology has in our lives today it is only inevitable that some gadgets make their way into therapeutic endeavors. While there are negative effects to being plugged in all of the time, it’s hard for me to ignore those moments where technology allows a child to learn something that had been previously difficult or the amazing instances of joint attention that can be facilitated by using these apps. Without a doubt, I’m sold on the fact that the new gadgets with touch screens will continue to be an invaluable tool moving forward in my work with children. However, I can’t silence the little contradictory voice in my head telling me that teaching happens in real life, not on a screen.
Therefore, I use my iPhone in therapy sessions with children sparingly. I am the one setting limits on usage and modeling durations of time that are reasonable and appropriate. Approximately 90% of the apps I use are educational and present great opportunities for the generalization of skills taught using DTT or NET methods. I have also downloaded social skills training videos that have facilitated preparation for things like going to get a haircut. Even though that tiny voice still lurks in the back of my head, the more I read and hear, I am beginning to think that the consensus of people in this community is mainly positive.
I am most excited about programs such as Proloquo2Go, which use the iPad as a more portable and user-friendly augmentative communication device. Not unlike the endless list of apps, the uses are never-ending as well, as outlined in a great article in the SF weekly from August 11, 2010. The iPad and various apps are helping therapists and parents teach children how to draw, write, communicate, read, spell, count, and increase independence through visual schedules.
Using technology hasn’t compromised what or how much I am able to teach. It has enhanced my sessions. How do you feel about it?
Q & A: Margery F. Rappaport
Margery F. Rappaport, MA, CCC-SLP, is a speech-language pathologist in private practice in New York City. I feel very fortunate to have a colleague as experienced as Margery that I can turn to for advice and guidance.
So, I thought I could share some of her wisdom and experience with a three part ‘Question and Answer’ post. This is only the first question folks. Stay tuned for more!
I am always interested in learning what has drawn a person to a particular field or occupation. What led you to a career as a Speech-Language Pathologist? And how did you find yourself working with children diagnosed with autism spectrum disorders in particular?
A lifetime spent in helping people find their own voices may have, in my case, been preordained (if you believe in that sort of thing). After all, more than one psychic has told me that I was born under a ‘communication star’.
As an infant, 11 months of age, my mother suddenly left for a year due to severe illness. At this preverbal age, I learned the torment of being unable to communicate ones feelings and questions in words. As an adolescent with creative tendencies, I studied music and dance, and majored in theatre in college, setting out to become a professional singer. Along this path, I struggled with vocal cord nodules and was put on complete voice rest several times. As I began to question my show business career choice, which was feeling increasingly unsatisfactory, fate intervened. On a flight from New York to Boston, I chatted with a charming, articulate woman in the seat next to mine. Before landing, she said, “You realize, of course, that I am a severe stutterer”. When I registered my amazement since I had detected no signs whatsoever of a speech problem, she said “Well, I have had a lot of therapy”. Astonishing thought! People who were unable to easily express their feelings, fears or questions can change. With help and guidance they can be released from this exile. Her situation reminded me of Jean Paul Sartre’s play, No Exit, where the characters are confined in a room in hell. This woman had been trapped within herself, with no avenue of escape until she received this therapy.
Being able to communicate is so much of what it means to be human, and this notion, that impediments to communication, even severe ones, could be helped, resonated within me on many different levels. To learn more about the field, I found a secretarial job in the philosophy department of Columbia University’s Teachers’ College which allowed me to take free courses at the University. After one year and two courses in the Department of Speech-Language Pathology, I was accepted into the program on a full scholarship plus a stipend to pay my rent and buy groceries. Once in the program, I began to see how Speech Pathology allowed me to tap into dimensions of my personality that show business never had. I found great satisfaction in helping people free their expression. I was enormously stimulated intellectually by the study of neuroanatomy, linguistics, child development, psychology and the evolution of language. I came to specialize in working with children because I found they were ‘in the present moment’ and intrinsically imaginative and creative. I enjoyed working intimately with mothers on the most cherished thing in their lives, their child’s well-being. Like work in the theatre, I enjoyed the comradery of working on a team including the child, the parents, doctors and a multitude of other therapists toward one powerful goal. All these aspects of the work tapped into my essential being. I had found my life’s work. I recall a day towards the end of my training, standing in line for afternoon tea at a resort hotel in the mountains. The beautiful day room was filled with afternoon sunlight and as I thought about my impending graduation, I clearly remember thinking that I was born to do this work.
After working in clinics, hospital child evaluation units and then the Head Start program, I opened a private practice at about the time that the autism epidemic began to explode. With more good luck, I connected with professionals who were establishing groundbreaking interventions for children with autism, thus deepening my understanding and passion for helping children with severe communication challenges.
The TimeBuddy Clock is here!
We’ve been waiting since February for the TimeBuddy to arrive and it’s finally here!
This wonderful and customizable clock is designed to help young children with daily routines and time management. TimeBuddy is a battery-operated 24-hour activity clock with alarm settings. The alarm can be set for up to three different activities. The clock dial points to visual icons which consist of reusable stickers that are placed at actual times throughout the day by the parent, giving children cues on when to start and stop certain activities. You can also set the clock to literally speak three different phrases in your choice of three languages (English, Spanish, and French). There’s even an option for a user-recorded message of up to 15 seconds to allow parents to record a personalized message and you can insert the child’s name into the pre-programmed messages.
Fun (And Learning) In The Sun!
Discrete trial teaching and a home-based ABA program, without a doubt, play an integral part in a child’s ongoing progress. However, during the summer months here in New York City all I can think about is PLAY. The sun is shining, playgrounds are full of children and there are child friendly events for free all over the city. I can’t help but seize these summer moments and optimize the huge array of incidental teaching opportunities they provide. The playground is the perfect place to start to generalize all of the play skills that the child has mastered with you during the year and facilitate them with novel peers. The headache of trying to schedule play dates during the winter months fades, there are children everywhere you turn, and kids outside ready to make new friends.
The novelty of an outdoor children’s concert playground or sprinklers can be motivating enough to get the child in the mix with other kids. I find that having the child I am working with take a popular item on the outing can serve as a really powerful icebreaker and readily grab the attention of all the kids there. Items to consider include; sidewalk chalk, bubbles, water balloons, a foam rocket launcher or a bug kit. It is easy to rehearse possible scenarios the child might encounter with one of these items in hand and the rehearsal can lead to greater success and less prompting once you are at the playground.
Another programmatic shift that happens for me during the summer is to take time to help the child see the bigger picture. Many children diagnosed with an autistic spectrum disorder understand the parts of things but may have difficulty conceptualizing ‘the whole’. For example, if the child is showing an interest in airplanes take some time before heading out to expand on this interest. I like to sit down with a child and draw out what I call a “Play Map.” It is a flow chart of all of the things connected to an airplane, drawing arrows to show how all of the parts connect together. This is a great way to flesh out a larger play schema and rehearse possible play scenarios other children might generate at the playground in relation to the toy airplane. All of this preparation will ultimately lead to better outcomes at the playground and more fun had by all!
Welcome to the Different Roads to Learning Blog!
Family and community mean the world to us here at Different Roads. Technology has given us an incredible platform to reach out to the parents, teachers, grandparents, and consultants who love and educate children on the autism spectrum. We are thrilled that our blog, along with our Facebook and Twitter pages, has given us the opportunity to move beyond products and sales and be an active member in the autism community.
Our Difflearn blog was created specifically for sharing. We’ll be sharing our experiences, our concerns, new and exciting products and events and best of all, our collective treasure of information. It is our hope that you will find the information posted here helpful, practical, and interesting and that it will help all of us – especially our children – learn and grow.
We’re thrilled to have partnered with Stacy Asay, a wonderful, energetic creative behavioral consultant with 14 years of experience in the field. Her work with special needs children integrates a strengths-based, holistic approach to child and family with the tools of Applied Behavior Analysis. Her focus is on equipping children with the tools they need for learning and living while honoring their unique spirit. It is our joint hope that this blog will lead to a dynamic and exciting dialogue between parents and providers, where the free exchange of ideas promotes growth in both our communities and our homes.
And this is just the beginning…We hope that professionals and parents who have advice, information or a story to share will contact us and submit thoughts and ideas for blog posts. We intend for this to be a true community and all who are interested in the education of our ASD children are invited to participate.
Welcome! We look forward to hearing from all of you!
~Julie, Abigail, Jeana & Stacy