"Communication Device" Real Look Autism Episode 8
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
👶 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.
🗣️ 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
💡Picture Exchange Communication System (PECS)
💡Assistive Technology Device
💡Core Vocabulary Words
💡Functional Communication
💡Speech-Language Pathologist
💡Communication Intent
💡Behavioral Improvement
💡Dynamic Display
💡Parental Expectations
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.
Transcripts
drink you go granny you wanted your
drink please
hi that's him saying hi imagine is a
happy child my name is Marlo lemon and
I'm Maddie's mom he has a really funny
sense of humor he's very visually
stimulated you know initially when you
have a child is nonverbal
people often ask well you know how do
they communicate and I always say my
goal yes I want Matthew to be able to
talk but I had to broaden my horizons
and you know what you want to be able to
communicate do you want this doing this
do you want your drink I started working
with Matthew several years ago there you
go I'm Sarah Beth Shaw and I'm a
speech-language pathologist here at
trellis square when he wasn't talking
and he wasn't able to imitate at that
time I decided it was time to implement
another functional mode of communication
for him so we started with picture
exchange communication system which is
very widely known I want eat popcorn
that was probably the first time in his
life he had functional communication
across a variety of contexts that really
worked for him he was doing really well
with pecs and as a result that's why we
asked for could we possibly you know use
an assistive technology device to help
him go of communication cookie the
beauty of this device is the capacity
for him to communicate is rest you want
to start with the core we used core
vocabulary words core vocabulary words
are words like eat drink stop play go
more eat it speak so he speaks drink
drink
here's your drink you want to play you
find places where they're most motivated
you put the core into it oh you want to
go let's go hey my turn
can I have a sip today he was doing well
with the word turn turn
it wasn't taking as much prompting as it
sometimes does so then I wanted to
increase the difficulty I add words
while I'm working with him so I want to
add the word mine so I just went ahead
and added it so now I have the word mine
so I can do my turn
turn it increases the amount of hits
you're gonna push and it's a little bit
harder my turn my turn he go these
devices on a typical day are with him
all the time the speech therapist needs
training on it and then the family also
needs training on it one of the best
things about this device is its dynamic
so it's changing with us all the time so
we can work with the displays and make
it fit exactly what we're trying to
teach him eat cookie good job that was
really exceptional he said eat cookie he
said the whole phrase completely
independently and that was for hit so
the first time today when he was eating
cookies I've never seen him eat those
cookies
I could tell he loved those cookies so
in the moment I want y'all on there yeah
you
YUM cookies are yummy so now in this
moment we've acted we've started using
two comments which is something we're
working with Matthew on saying life and
young and that's really important to him
not to just be requesting using the
device but using it for a variety of
communicative intent cookie and when the
next time he ate cookies he was very
pleased with that
you wanted to say young let me teach you
young starts at the top
eyes on look this is yum-yum you wanted
to say young to me the goal from Matthew
is to confidently functionally and
proudly communicate through giving him a
way to communicate we've decreased
behaviors tremendously I would say start
off with the pitch exchange
communication system once he got to
having four to six pitches on the front
of his impeccable it's like you know
what we can take it up another level as
his mom you know my expectations have
always been really high him like we're
gonna maximize Matthews potential he can
you know and we truly do believe that he
will be able to talk we will never say
that a child won't talk he absolutely
may talk but right now he has this if
you like music just because he's
nonverbal does that mean he doesn't have
a lot to say more it's more
Wow it's given him a voice yum yum
you
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