How Speech Patterns in Autism Can Affect Communication

Virtually all people with autism have problems with spoken language.1 This is true even for those people who have no speech delays or difficulty with pronunciation. That's because spoken language involves more than the use of words; we vary our pitch, loudness, tempo, and rhythm in our speech in order to convey different meanings. These changes are called "prosody," and people with autism often find prosody difficult to hear, understand, or reproduce.

Read more here at VeryWellHealth. 

Autism 101

How is autism diagnosed? What explains the rise in autism’s prevalence? How much do genes contribute to the condition? What about the environment?

In this section of Spectrum, dubbed Autism 101, we answer these and other questions about autism. Each article pulls together the latest science to reflect what we know.

Autism 101 is designed to both provide information and highlight knowledge gaps, indicating where data on a subject are absent or contradictory. Like our understanding of autism, this section is evolving, so please check back often.

Read more here. 

Assessment Strategies for Autism and Communication in Middle and High School Students (virtual training)

Registration for this training has closed.  

April 21   1:00 – 4:00 p.m.

May 4      1:00 – 4:00 p.m.

(same content each date)

This virtual training will address: 

            1. breaking down male and female presentation of autism in adolescents;

            2. understanding the impact of previous interventions on current presentation;

            3. assessment strategies that align with the OPI autism criteria;

            4. Does the student have autism, emotional disturbance or both? 

            5. What's next? --what types of interventions are available, why interventions are necessary (poor outlook for job acquisition/retention, post-secondary education and emotional health, etc.)

This training is free from the OPI and three OPI renewal units are available for attending the training.

LAMP Trainings (virtual)

The OPI Montana Autism Education Project is offering virtual LAMP trainings on January 17th and February 10th, 2022.   8:30 a.m. - 2:30 p.m.     (same training, different days)

WHAT IS LAMP?

LAMP (Language Acquisition through Motor Planning) is an augmentative alternative communication (AAC) approach designed to give a method of independently and spontaneously expressing themselves through a speech generating device. 

This course will cover the components of LAMP: readiness to learn, engaging the learner through joint engagement, and learning language through a unique and consistent motor plan paired with an auditory signal and a natural consequence. Discussion will include how this approach addresses the core language deficits of autism, device features that are beneficial to teaching language, and how to use those features to implement LAMP components. Videos will be used to illustrate the treatment components. (LAMP web page)

These trainings are available for free to Montana public school educators. Five OPI renewal units and .5 ASHA CEUs are available for this training. 

This training is full and registration has closed. 

(PLEASE NOTE: You will be required to complete a second registration with LAMP to receive a link to the training and your LAMP manual.) 

Transitioning from PECS to Speech-Generating Devices Training (virtual) - 2021-2022 School Year

Picture Exchange Communication System (PECS®) is an evidence-based protocol that teaches vital communication skills such as initiation, persistence in relaying messages, picture discrimination and basic sentence structure. After mastery of these skills, the learner likely has a large repertoire of pictures in the communication book. If the learner is not speaking, the team may need to explore a transition to a dedicated Speech Generating Device (SGD) or tablet with communication app that will accommodate larger vocabularies and allow for continued language development. 

To ensure the rapid transfer of existing communication skills, the transition will require the team to assess current PECS skills and then analyze features of various apps/SGDS to select a device that will best meet the learner’s needs. 

Following device selection, detailed lesson plans are necessary to teach use of the new device as a functional communication system. This workshop is appropriate for teams supporting learners who may be ready to transition from PECS to SGDs. It is also appropriate for teams working with learners who are not currently using their devices effectively.

*Please have a Speech Generating Device (SGD) or a tablet with an AAC app during the training to use for a variety of activities.

January 31   8:00 a.m. - 3:30 p.m. Central Standard Time. 

OPI renewal units (6) will be provided after verification from PECS that you have attended the training. ASHA and BACB CEUs are available through PECS. 

Registration has closed for this training. 

Webinar - How To Provide Students With IEPs Access To Their Grade Level Curriculum Through Text To Speech.

 Aug 18, 2021 01:00 PM in Central Time

Register here. 

Webinar - Text-Based Augmentative and Alternative Communication Tools

 Date: Wednesday, September 8, 2021 — 2:00 PM - 3:00 PM CST

Location: Online Web Streaming

This one-hour workshop will explore text-based augmentative communication (AAC) apps and programs to benefit individuals with communication needs, but who don't find the common symbol-based AAC apps to be a good fit.

Register for this workshop

Break Cards for Students Learning the Zones of Regulation

 Teaching How To Ask For A Break 

Compliments of Dawn Kindberg, Lima Public Schools. 

Listen - A Short Film

A short film in which nonspeaking autistic people talk about how nonspeakers are represented in books, theatre, and film. They provide guidance for changing the narrative. Learn more and access transcripts, translations, and a toolkit here: https://communicationfirst.org/LISTEN/

 You can view the 5 minute film here. 

What is Functional Communication Training (FCT)?

How does FCT change challenging behavior?

FCT usually involves a three step process (Mancil & Boman, 2010):

• Completion of a functional behavior assessment to identify the function of the child’s problematic or difficult behavior. The child may use tantrums to get out of an activity that causes distress, or the difficult behavior may be geared towards getting attention. It can also be a way to demand access to something the child wants
• The next step involves identifying a communication response, therefore, determining a more desirable way of communication to replace the challenging behavior. This does not have to mean verbal communication, other forms of communication like sign language is appropropriate as a replacement for the difficult behavior. The child may use any readily available (appropriate) method to communicate, this could include gestures, nonverbal communication, or pictures. In the above example the child had a tantrum because an activity caused distress; the child could be taught to point to a picture that indicates: “I need help.” Instead of a tantrum the child is communicating that he/she finds the activity overwhelming and  help is needed to complete it successfully
• In the last step a FCT treatment plan is devised which may include ignoring difficult behavior and rewarding, reinforcing or acknowledging the positive replacement behaviors (or appropriate communication) identified in step two. In future, attempts by the child to communicate through the past problematic behavior will need to be ignored—the child should realize that communicating in the appropriate way will get attention, reinforcement and/or rewards.

Read more here at Autism Parenting Magazine. 

Upcoming Social Thinking Trainings (virtual) - Spring 2021 REGISTRATION CLOSED

The OPI Montana Autism Education Project will be offering the trainings below for Montana public school educators. The trainings are 3.5 hours long and attendees will have access to the recording of the training for 30 days after the training date. 

March 4 -  Me in the Social World—It All Starts with Social Self-Awareness

March 5 - Using Social Competencies to Navigate in the Social World

April 16 -  The Social World: Practical Vocabulary and Concepts for Teaching How It Works

April 17 - Strategies and Concepts for How to Navigate to Regulate in the Social World

May 3 - Assessing Social Competencies with Practical Assessment Tools and Tasks

May 4 - Exploring Socially Based Executive Functions & Tips for Assessing Different Developmental Ages

Four OPI renewal units will be provided for each training. 

We have reached the maximum number of attendees for these trainings and have closed the registration. We hope to offer more trainings this summer. If you wish to subscribe to the Montana Autism Education Project mailing list to be notified if more trainings become available you can do so here. 

Time for a Change: Case Study Illustrating a Complex Child Who Has Plateaued in AT Use

This case study features a child who has significant visual and cognitive impairments as well as significant sensory needs. This webinar will explore how her team successfully moved her from perseverative switch activations to functional switch use for communication.

Dec 15, 2020 11:00 AM in Central Time (US and Canada)

Register here with ABLENET. 

Echolalia Autism: Why Does My Child Repeat Me?

 Many children on the autism spectrum use echolalia (repeating other people’s words and sentences) as a way of responding to direction, as well as expressing their wants and needs.Echolalia may be confusing for parents and neurotypical people but it need not be distressing.

Modeling language for echolalic children

• Model language that will still be true and appropriate if echoed. “Time for the bathroom” works to direct him and works if he says it to you, but “Do you need to use the bathroom?” is confusing when Caleb later echoes it as an answer to express his need
• Model short phrases at first, even if your child can echo long sentences, and match the words to what he/she is experiencing. He/She needs the simplicity to connect the meaning with the words even though his/her memory allows him/her to say longer phrases and sentences
• Read more here at Autism Parenting Magazine. 

Social Capital and Autism in Young Adulthood: Applying Social Network Methods to Measure the Social Capital of Autistic Young Adults

What was the purpose of this study?

Many autistic young adults are disconnected from people, communities, and organizations that could provide them with valuable social resources to support their transition to adulthood. This study tests the feasibility of using social network methods to measure the resources that autistic young adults gain from their social connections. Future studies using our social network measure might provide valuable information about possible interventions that could help autistic youth acquire the social resources needed for successful adult outcomes.

Read more here. 

Cues Club/Teen Chat Fall Session - Helena 2020

Fall session begins Monday September 28^th  and Friday October 2^nd!  

Parents have been indicating interest for their child to have social opportunities and we want to make that happen using safe precautions.  This fall we will offer classes for 5-7, 8-10,  11-12, 13-15, and 16-18 years of age.  For those registered for the 12 and under classes there will be two children in each class and the older level classes will range from 2-3 teens. Masks will be required.  Based on interest we will accommodate to provide more than one class for each age group.  Specific times will then be determined.  To register or should you have questions contact Chris Caniglia at 406-461-2853 or through cuesclub.org [cuesclub.org]  

Communication Skills for Employment was quite successful this past summer and is offered over the Fall.  Classes begin September 28^th from 4:30-5:30.  Contact Jon Metropoulos through email at fullspectrumtherapyMT@gmail.com    

We look forward to having your child or teen participate in this session to learn how to navigate their social world.

Webinars - Understanding and Nurturing the Communicative Competence of Learners with Significant Disabilities -

A two-part webinar series

August 10th and 12th, 2020

9:30-11:30 AM MDT

(10:30-12:30 CDT;  

11:30-1:30 EDT) 

The Montana Deaf-Blind Project, in partnership with the Montana Transition Resources Project, is pleased to welcome Philip Schweigert, M.Ed, for a two-part webinar series. Please note that you must register separately for each session. OPI renewal unit credit is available. 

Session 1: Recognizing the Communication Abilities of Learners with Significant Disabilities 

Monday, August 10, 2020
9:30 AM-11:30 AM Mountain Daylight Time (10:30-12:30 Central; 11:30-1:30 Eastern) 

Reserve your webinar seat now at: https://attendee.gotowebinar.com/register/697012714807448848

Description: This session will focus on assessing levels of communication for learners at the non-symbolic or early symbolic level of communication. The Communication Matrix (Rowland,C., 2006) will be used to review the assessment process and how to target levels for instruction and programming.

Session 2:  Promoting the Communicative Competence of Learners with Significant Disabilities 

Wednesday, August 12, 2020

9:30 AM-11:30 AM Mountain Daylight Time (10:30-12:30 Central; 11:30-1:30 Eastern) 

Reserve your webinar seat now at: https://attendee.gotowebinar.com/register/8057445916838150416

Description: This session will present participants with a variety of examples of learners at various pre-symbolic stages and intervention strategies to further their communicative abilities. It will also discuss the transition from pre-symbolic to emerging symbolic communication and describe interventions designed to promote the learner's continued progress at this stage of expressive communication development. 

The webinars will be recorded and archived to the Montana Deaf-Blind Project and Transition and Employment Projects resource libraries.

Webinar - Strategies for Augmentative and Alternative Communication (AAC) Implementation

Date: Tuesday, August 18, 2020 — 2:00 PM - 3:30 PM CST

Location: Online Web Streaming

Augmentative and alternative communication (AAC) tools can help individuals communicate with others but implementing them can be overwhelming. This workshop will explore strategies to implement AAC in an individual’s routines and environments.

Register here at the PACER Center. 

Free Workshops - Teaching Communication Skills // Managing Challenging Behaviors

CANCELLED by order of the State Superintendent - "Additionally, all OPI employees should plan on no in-person, external meetings for the remainder of the calendar year."


TEACHING CRITICAL COMMUNICATION SKILLS

You will learn how to teach critical communication skills that lead to greater independence in the home, work, school and community settings. We review nine specific skills: requesting reinforcers, requesting help, requesting a break, indicating yes and no, waiting, following directions, schedule-following and transitioning. Through lecture, demonstrations, video and participatory activities, you will acquire specific teaching strategies that are relevant for anyone who has limited communication skills, regardless of their communicative modality (e.g., Picture Exchange Communication System [PECS], signing, device use, speech).

Great Falls    October 5      Location to be determined

Missoula        October 7      Location to be determined

GUIDE TO MANAGING CHALLENGING BEHAVIORS

Beginning with key concepts of applied behavior analysis, we focus on the conditions under which behavior occurs. We discuss the importance of designing supportive learning environments that address skill deficits prior to or while simultaneously addressing unwanted contextually inappropriate behaviors. Through discussions, video examples and hands-on activities you will identify and define unwanted behaviors, analyze why the behavior is occurring, determine alternative skills to replace unwanted behaviors, review differential reinforcement procedures, and discuss proactive strategies and reactive strategies. The workshop concludes by showing how you and your team can evaluate and monitor the effectiveness of your behavior plans as you put your new strategies into practice.

Great Falls     October 6     Location to be determined

Missoula        October 8      Location to be determined  

Making Learning Awesome for All Students Including Those Who Are Learning Language Using Augmentative/ Alternative Communication

Billings

Thursday August 4, 2020

Overall Description: If a student is not successfully using verbal speech as her or his primary form of expression by the age of three, educators working with that student should be considering augmentative/alternative communication. But what are those considerations? What principles should everyone involved be using when making decisions about what technology to select for implementation? Considerations discussed during this session will include the Least Dangerous Assumption, vocabulary selection, vocabulary organization, aided language input, and designing engaging and empowering language opportunities.

Participants will examine a continuum of supports for how to provide inclusive instruction and accessible materials supported by technology. There are a number of strategies fostered by technologies that can be used by students who are learning language that can also be applied to students with other disabilities, including dyslexia, to enhance their own learning. Participants will learn about initiatives to help educators select materials which are born accessible, how to make inaccessible texts accessible, how to create accessible materials, and how to help students learn to make their own materials accessible in preparation for graduation and the world beyond.


Find more information here. 

The OPI has a limited number of scholarships available for attending this conference in-person or virtually. You can request a scholarship on this page. 

Where communication breaks down for people with autism

In 2014, Grossman showed 87 people videotapes of 9 children with a mild form of autism and 10 without, each speaking a few sentences. The observers didn’t know anything about the children, but it only took one second of tape — video or audio alone, or together — for them to realize there was something different about the children on the spectrum. The results, which have since been validated several times over, inspired Grossman’s subsequent work and her passion for this line of inquiry. “Clearly there is something going on, something very salient and very subtle at the same time,” she says, with an intense energy appropriate for someone who is studying expressiveness. “It happens all the time, and it leads to a reduced willingness of people to engage with people with autism.”

Read more here at Spectrum.