ATI 2014 Motor Implications in ASD & AAC, Meier
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Transcript of ATI 2014 Motor Implications in ASD & AAC, Meier
Motor Implications in ASD & AAC
Gwendolyn Meier, SLP, MTVilla Esperanza Services
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Motor Skills Play a Role
• AAC Assessment
• Teaching
• Prompting
• Communication displays - high & low tech
• Core vocabulary learning & use
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Moving to Budapest!
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Moving to Budapest!
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AAC Assessment
• The snapshot
• Icon recognition (e.g., TASP)
• Present a few systems
• The full assessment
• Trial/teaching period
• Final recommendation
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Teaching AAC• HOW are we teaching this new language?
Hungarian:
• More likely to learn in meaningful chunks at first
• Before segmentation occurs
Is there someone here who speaks English?Beszél itt valaki angolul? (BE-seyl it VÅ-lå-ki ÅN-go-loul)
Where is the toilet? Hol van a mosdó? (hol vån å MOSH-doa?)
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Teaching AAC• HOW are we teaching this new language?
In AAC:
• More likely to learn sequences made meaningful by the reaction they elicit
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Teaching AAC• HOW are we teaching this new language?
Hungarian:
• Flashcards?
• Scripted interaction?
• Conversation?
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Teaching AAC• HOW are we teaching this new language?
In AAC:
• Icon recognition?
• Verbal cues?
• Motor patterns?
• Gesture cues?
• Visual cues?
• Labeling?
• Requesting?
• Answering questions?
• Scripted interaction?
• Conversation?
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Teaching Language• Use strengths to shore up weaknesses
In autism:
(-) Auditory weakness
(-) Symbolic weakness
(+) Visual strength
(?) Motor skills
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Teaching Language
• Modeling and Augmented input highlight the auditory boundaries between words
• Human speech alone does not
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Teaching Language• Neurons that fire together, wire together
(Hebb’s rule)
• Seeing and hearing language
• Add motor pattern
• With the motor pattern for producing words comes increased ability to perceive that word in spoken language*
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In infancy...
• With the motor pattern for producing words comes increased ability to perceive that word in spoken language*
*Halloran & Halloran, 2006. Language Acquisition Through Motor Planning. Center for AAC and Autism.
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AAC is a Multi-Sensory Language
Modeling & Augmented Input
• See the visual, See the movement, Hear the auditory feedback, Experience the natural consequence
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Language Acquisition......requires organization and interpretation of the world through a system of symbols and referents.
catball
bed
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Language Acquisition......requires organization and interpretation of the world through a system of symbols and referents.
• AAC visuals (objects, photos, icon, text) add an element of “referent” to spoken words that have no physical referent
outsidegowant
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The key to making the iconic or arbitrary symbol-to-referent connection may be in the
comprehension skill that the learner brings to the task.
Namy, L., Campbell, A. & Tomasello, M. (2004). The changing role of iconicity in non-verbal symbol learning. Journal of Cognition & Development, 5, 37-57.
Symbol Comprehension
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Symbol Comprehension• Without understanding of the
referent, the iconicity of the visual symbol may not affect his learning of its meaning
✴ The iconic symbol may appear just as meaningless as the arbitrary symbol until it is given meaning through its use
Barton, A., Sevik, R. & Romski, M.. (2006). Exploring Visual-Graphic Symbol Acquisition by Preschool Age Children with Developmental and Language Delays. Augmentative and Alternative Communication, Vol 22(1), 10-20.
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PECS & Symbol Comprehension
• PECS Phase 3: Discrimination Training
- Aims to teach icon discrimination skills given a limited field of choices
TM
TM
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Picture Communication BooksRely on icon association/
understanding
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A Dual Role for Symbols
• Visual-graphic AAC icons themselves play a role in their acquisition
• The message to represent an idea
AND
• The medium to achieve communication
Sevcik, R. A., Romski, M. A., & Wilkinson, K. (1991). Roles of graphic symbols in the language acquisition process for persons with severe cognitive disabilities. Augmentative and Alternative Communication, 7, 161–170.
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VIDEO
• Core vocab teaching in ASD w/AAC
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• How is her icon recognition?
• How is she going to learn to use “Put” + “on” to request?
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Teaching AAC• HOW are we teaching this new language?
In AAC:
• Icon recognition?
• Verbal cues?
• Motor patterns?
• Gesture cues?
• Visual cues?
• Labeling?
• Requesting?
• Answering questions?
• Scripted interaction?
• Conversation?
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So, how do we teach new movement patterns?
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Model + Consequence
$$$ What’s the pay off $$$$
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Visual Cues?
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Physical Support for the Correct Movement Pattern
PROMPT TM
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Practice! Practice! Practice!
DailyOver time
With supportWith meaningful consequences
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Motor Skills in ASD
• Various altered motor behaviors in autism:
• Slower repetitive hand movements
• Slower and less accurate manual dexterity
• Reduced ability for rapidly alternating movements (diadochokinesis)
Staples & Reid. (2010). Fundamental movement skills and autism spectrum disorders. Journal of Autism and Developmental Disorders, Vol 40(2), pp. 209-217.
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Motor Skills in ASD1. Implicit motor learning processes are
relatively intact in autism
* Gowen, E. & Hamilton, A. (2013). Motor Abilities in Autism: A Review Using a Computational Context. Journal of Autism and Developmental Disorders, Vol 43(2), pp 323-344.
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Motor Skills in ASD1. Implicit motor learning processes are
relatively intact in autism
2. Reaction times improve to the level of NT subjects given repetition
• Serial reaction time task (SRT)
* Gowen, E. & Hamilton, A. (2013). Motor Abilities in Autism: A Review Using a Computational Context. Journal of Autism and Developmental Disorders, Vol 43(2), pp 323-344.
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Serial Reaction Time Task
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Motor Skills in ASD1. Implicit motor learning processes are
relatively intact in autism
2. Reaction times improve to the level of NT subjects given repetition
• Serial reaction time task (SRT)
3. Proprioceptive input may be more reliable than visual input when learning new motor patterns
Gowen, E. & Hamilton, A. (2013). Motor Abilities in Autism: A Review Using a Computational Context. Journal of Autism and Developmental Disorders, Vol 43(2), pp 323-344.
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Imagine...PECS Phase 1• Learning the “give” efficiency with practice
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Pick from the Right
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• Use motor learning strength to teach the motor pattern
• Paired with a motivating consequence
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• Then reduce the amount of visual cue
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Motor Plan VS. Icon Comprehension• Consistent placement of icons and
meaningful use of them in communication may be more important than iconicity of the picture
• Learners don't need to be able to recognize/"point to"/"give" an icon that is named before they can use that icon to get something done in the world
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Motor Plan VS. Icon Recognition• Consistent placement of icons and
meaningful use of them in communication may be more important than symbol iconicity
• Learners don't need to be able to recognize/"point to"/"give" a icon that is named before they can use that icon to get something done in the world
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Why Teach Core Vocab?
YouTubeMonday, February 3, 14
Why the fuss about Motor Learning?
EVERY learned physical activity depends on motor learning
• Walking, driving, climbing/descending stairs, eating, dressing, typing, reading, Smartphone or computer access
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Automatic Motor Patterns
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When motor patterns change...
Automatic
Volitional
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Imagine...
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When Motor Patterns Change
• It brings our awareness to our movements
• Requires re-learning
• Ideation - Plan - Execution - Feedback
✴ Not conducive to communicating!
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Speaking
• Automatic motor patterns for words and phrases are established as meaning is attached (in infancy)
• We don’t think about how to physically speak
• Focus on: the words to use, how it will be interpreted, our listener’s background...etc.
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AAC Automaticity is aided when:
1. Consistent motor patterns to access vocabulary we need
2. There is a unique pattern to reach your word, regardless of the activity
3. Reliable, motivating consequences for use of symbols
Halloran & Halloran, 2006. Language Acquisition Through Motor Planning. Center for AAC and Autism.
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Consistent motor patterns are extremely important when...
• When using multiple pages of vocabulary
• Visual tracking and scanning are not efficient
• When icon recognition is weak
• Teaching the use of core vocabulary and use of more abstract vocab/symbols
• A visual search is meaningless
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When Motor Patterns Change• By shifting locations of pictures:
• Awareness moves from the message to the execution
• We are actually testing
• Visual scanning skills
• Icon association/understanding
• Adding cognitive load✴ Not conducive to communicating!
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We can take advantage of motor learning when:
• Patterns build upon themselves as language grow
• Plan the end at the beginning
• Preserve relative location
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Between activity-based pages...preserve location
Classroom Snack
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Consistent Placement
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Another benefit...
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Today Tomorrow
“Here is your schedule”Monday, February 3, 14
As language system grows...preserve location
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Motor patterns don’t change
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NEW! in 2013
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When we use motor learning to our advantage...
• Our lower-functioning students can generate multi-word phrases...
...across multiple pages
...using core vocabulary
...for greater communicative competence!
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AAC News & Info
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