"Communication Device" Real Look Autism Episode 8

reallookautism

6 Jan 201205:21

Summary

TLDRThe video script details the journey of Matthew, a nonverbal child, as he learns to communicate through a picture exchange communication system (PECS) and an assistive technology device. His mother, Marlo Lemon, and speech-language pathologist Sarah Beth Shaw, guide him in expressing desires like 'drink' and 'eat cookie'. The device's dynamic nature allows for expanding vocabulary, enhancing Matthew's ability to communicate independently and reducing behavioral issues. The script emphasizes the importance of functional communication and the potential for Matthew to express himself beyond verbal language.

Takeaways

💬 Matthew, a nonverbal child, has developed a unique way of communication through assistive technology.
🗣️ The use of a Picture Exchange Communication System (PECS) was the initial method to support Matthew's communication.
📱 The introduction of an assistive technology device has greatly enhanced Matthew's ability to express himself.
🧩 Core vocabulary words like 'eat,' 'drink,' and 'go' were implemented to build Matthew's language skills.
👏 Matthew successfully communicated a complete phrase 'eat cookie' independently using his device, which was a significant achievement.
👩‍⚕️ Speech-language pathologists play a crucial role in training both the family and child on using communication devices.
🔄 The device's dynamic nature allows it to adapt to Matthew's changing communication needs.
🍪 During the session, Matthew used the word 'yum' to express his liking for cookies, showing progress in using the device for varied intents.
🚀 His family and therapists believe in his potential and are confident that Matthew may eventually develop verbal skills.
🤝 The device has not only given Matthew a way to communicate but has also significantly reduced behavioral issues by enabling him to express himself.

Q & A

Who is the child being discussed in the script?
-The child being discussed is Matthew, the son of Marlo Lemon.
What is Matthew's communication challenge?
-Matthew is nonverbal and has difficulty communicating using spoken language.
What approach was initially used to help Matthew communicate?
-Matthew initially used the Picture Exchange Communication System (PECS), which allowed him to use pictures to communicate.
What is the primary goal for Matthew's communication development?
-The primary goal is for Matthew to functionally and confidently communicate, whether through assistive technology or speech.
What assistive technology device was introduced for Matthew?
-An assistive communication device was introduced to help Matthew communicate through a dynamic interface with core vocabulary words.
What are 'core vocabulary words' mentioned in the script?
-Core vocabulary words are basic words like eat, drink, stop, play, go, and more, which are essential for everyday communication.
How did the introduction of assistive technology impact Matthew's behavior?
-The use of the assistive technology device significantly decreased Matthew's behavioral issues by giving him a way to express his needs.
What success did Matthew achieve with the assistive device during the session?
-Matthew successfully used the device to say the full phrase 'eat cookie' independently, which was a notable achievement.
How is Matthew being encouraged to use the device beyond simple requests?
-Matthew is being encouraged to use the device for a variety of communicative intents, such as commenting and expressing preferences, not just making requests.
What is the long-term hope for Matthew's communication abilities?
-The long-term hope is that Matthew will be able to speak, but for now, the assistive device gives him an effective way to communicate.

Outlines

00:00

👶 Supporting Communication for Nonverbal Children

The speaker, Marlo Lemon, introduces her child Matthew, who is nonverbal but has a strong sense of humor and is highly visually stimulated. Despite being nonverbal, Matthew can still communicate in other ways. Lemon emphasizes that her goal is to help Matthew communicate, not just talk. They began using Picture Exchange Communication System (PECS) to help him communicate, which led to significant progress. The system allowed Matthew to express himself across various situations, and they later explored assistive technology to further enhance his communication abilities.

05:01

🗣️ Using Core Vocabulary for Assistive Communication

Sarah Beth Shaw, a speech-language pathologist, explains how Matthew started using an assistive communication device that helps him interact through core vocabulary words like 'eat,' 'drink,' 'play,' and 'go.' She highlights how these words form the foundation of his communication. Sarah shares how Matthew was successfully using the word 'turn' and how she added complexity by introducing the word 'mine.' This process allows Matthew to express himself better and adapt to different communication needs. The dynamic nature of the device enables continuous updates to reflect Matthew's progress.

🍪 Matthew’s Progress with Communication Technology

Matthew’s use of the communication device showed significant improvement when he independently used the phrase 'eat cookie' after eating cookies for the first time. This moment of joy was shared by both Matthew and his therapists. Shaw shares how the device helps Matthew communicate beyond just making requests, like commenting on experiences, such as saying 'yum' when eating cookies. This development showcases the power of using assistive technology for broader communication purposes and improving Matthew’s overall behavior by providing him with a functional way to express his needs and thoughts.

🎵 Maximizing Matthew’s Potential with Communication Systems

Marlo Lemon reflects on Matthew's journey with the communication system, noting the improvements in his behavior and communication. She advocates starting with the PECS system before advancing to more complex devices as children progress. Lemon expresses her high expectations for Matthew’s future, believing that he will eventually talk, but for now, the assistive device has given him a 'voice.' Despite his nonverbal status, Matthew has a lot to express, and the technology empowers him to do so confidently. The system helps Matthew engage with the world and provides him with opportunities to communicate in ways that were previously impossible.

Mindmap

Keywords

💡Nonverbal

In the context of the video, 'nonverbal' refers to a child, like Matthew, who does not speak or has limited speech abilities. The video focuses on how nonverbal children can communicate effectively through alternative methods such as the Picture Exchange Communication System (PECS) and assistive devices. This term is crucial as it highlights the challenge faced by children like Matthew, and how communication methods are adapted to meet their needs.

💡Picture Exchange Communication System (PECS)

PECS is a system used to help individuals who are nonverbal or have communication difficulties express themselves. It involves using pictures to represent words or concepts. In the video, this system was one of the first tools introduced to Matthew, allowing him to communicate for the first time across various contexts. It helped lay the foundation for him to use more advanced communication technology.

💡Assistive Technology Device

An assistive technology device is a tool designed to help individuals with disabilities communicate or perform tasks more easily. In Matthew’s case, the video describes how a speech-generating device was introduced after the success of PECS. The device allows him to select words and phrases, such as 'drink' or 'cookie,' to express his needs and desires, expanding his ability to communicate independently.

💡Core Vocabulary Words

Core vocabulary words refer to a set of high-frequency, functional words that are useful across many contexts. In the video, words like 'eat,' 'drink,' 'stop,' and 'play' are introduced as core vocabulary. These words are fundamental to building communication skills in children like Matthew, as they are essential for basic interactions. The video emphasizes teaching these words to help Matthew communicate more effectively.

💡Functional Communication

Functional communication is the ability to express wants, needs, and feelings in a way that is understood by others. In the video, Matthew’s progress with PECS and the assistive device is seen as a milestone in developing functional communication. His ability to say phrases like 'I want eat popcorn' or 'my turn' demonstrates his growing capacity to communicate meaningfully in different situations.

💡Speech-Language Pathologist

A speech-language pathologist (SLP) is a specialist who works with individuals to improve their speech and communication skills. In the video, Sarah Beth Shaw, the SLP, plays a key role in helping Matthew transition from using PECS to an assistive communication device. She customizes his device and teaches him how to use it, focusing on increasing the complexity of his language use over time.

💡Communication Intent

Communication intent refers to the purpose or reason behind a communicative act, such as requesting, commenting, or asking questions. The video highlights the importance of expanding Matthew's communication intent beyond just making requests (e.g., asking for cookies) to include commenting (e.g., saying 'yum'). This broader range of communication is crucial for developing more meaningful interactions.

💡Behavioral Improvement

Behavioral improvement in the video refers to the reduction of problematic behaviors as a result of Matthew being able to communicate more effectively. His mother notes that by giving Matthew tools to express his needs, such as the assistive device, his frustrations have decreased, leading to better behavior. This connection underscores the importance of communication in managing behavior.

💡Dynamic Display

A dynamic display is a feature of assistive communication devices that allows for customizable and changing content. In the video, Matthew’s device is described as dynamic because it adapts to his evolving communication needs. The speech therapist can add new words like 'mine' and 'yum' as Matthew’s abilities grow, making the device a flexible tool for his language development.

💡Parental Expectations

Parental expectations refer to the hopes and goals that parents have for their child’s development. In the video, Matthew’s mother expresses her belief that he will continue to progress and may eventually talk. She maintains high expectations for his communication abilities, which motivates the ongoing use of tools like PECS and assistive devices to maximize his potential.

Highlights

Introduction of Marlo Lemon, Maddie's mom, sharing her experience with her nonverbal son.

Marlo discusses how people often ask how nonverbal children communicate, and her goal for Matthew to be able to communicate.

Introduction of Sarah Beth Shaw, a speech-language pathologist, and her role in implementing a communication system for Matthew.

Matthew's first functional communication through the Picture Exchange Communication System (PECS), which was a breakthrough.

PECS enabled Matthew to communicate in different contexts, helping him to express wants and needs.

Transition to using an assistive technology device to expand Matthew's communication ability.

Core vocabulary words are introduced to Matthew, like 'eat,' 'drink,' 'stop,' 'play,' 'go,' and 'more.'

Matthew begins to use the word 'turn' with less prompting, a sign of progress.

Sarah adds more complexity by introducing the word 'mine,' increasing Matthew's vocabulary and communication challenges.

The dynamic nature of the assistive device allows it to adapt to Matthew’s changing needs and contexts.

Matthew independently communicates 'eat cookie,' marking significant progress.

Through the assistive device, Matthew not only makes requests but also uses it for various types of communication.

Sarah helps Matthew expand his vocabulary to express preferences, like saying 'yum,' highlighting the use of communication beyond simple requests.

Communication has helped reduce Matthew's behavioral issues significantly.

Marlo remains optimistic that Matthew will eventually talk, emphasizing the importance of high expectations and continued belief in his potential.