Untitled presentation-4

Untitled presentation-4

• 1.
  AUTISM and DEAFNESS and thePower of Sign Language by: Irene Leal
• 2.
  Purpose: The purposeof this presentation is to help everyone understand the importance of SL and how any child with the right approach can be taught manual communication.
• 3.
  When Autism and Deafnesscoexist in children:what we know now Published by The Laurent Clerc Deaf Education Center, The Odyssey Journal, by Christen S. and Patrick Brice 2008 Discussed the similarities of autism and deafness in a child and the difficulties in telling them apart. ● 1 in 59 children with ASD is also deaf. (Gallaudet,2010) ● Many Deaf children are later diagnosed with ASD ● Hearing loss occurs more often in children who have autism than in children without autism.
• 4.
  The Language Gap ●The problem as The Odyssey Journal states, is that undiagnosed deafness in a child with autism leaves them without a formal language for too long. ● Too often parents, and Dr.’s are unaware that the child with autism is also deaf because the behaviors in autism often mask deafness and the behaviors in deafness can also mask autism. ● Children can go 3-4 years until they enter school without a formal method of communication.
• 5.
  The Effect ofSign Language on Behavioral Problems in Children with Autism Published by The Journal of Psychology Research at Mount Saint Mary College, 2014, by Jennifer Remling Discussed how deficits in communication was the root of the behavior problems seen in children with autism. ● such as tantrums, screaming, and self injurious acts. For ex: one client described how he would pull out his hair and eat it when he could not express himself to his mother.
• 6.
  Sign Language ● Hasbeen found to improve the communication barrier between children with ASD. ● SL is VISUAL and CONCRETE and easier for individuals with autism because it avoids OVERSTIMULATION. ● Plus many children with autism have an AUDITORY PROCESSING DISORDER, where they hear language but they can not PROCESS it ACCURATELY making them get upset. ● Jennifer Remling found that if a child has hand-motor imitation skills, SL can be taught to the child.
• 7.
  It’s a Matterof What Works in Teaching students with Deafness and Autism Published by The Laurent Clerc National Deaf Education Center, Odyssey Journal, 2008, by Lee Ann Bradley,Brandi Krakowski, Ann Thiessen Looks at what are the best ways to teach children that are deaf and with autism. ● You have to use the best practices in both deafness and autism ● Structured Teaching and Sign Language. ● Structured teaching consist of visual supports to detail daily activities for the student with ASD. ● You add SL at the same time while teaching the child with autism through the structured setting in the classroom or home.
• 8.
  How do Iteach a child that is deaf and also has autism when the behavior is too disruptive?
• 9.
  Teaching Sign Language toa Nonvocal Child with Autism Published in the SLP-ABA Special Compiled Issue,2008, by Dorothy Scattone and Belmont Billhofer Researched how many SLP’s and teachers to children with ASD find it to challenging to teach a child SL, because of the unpredictable behaviors they display. They did a study on a boy that was nonverbal and used an Applied Behavior method in teaching him approximations to ASL. ● Applied Behavior Analysis looks at the behavior someone displays and how it is affected by their environment. ● It focuses on positive reinforcements as the key in getting someone to do a certain thing. ● When a behavior is rewarded by a desired item, that behavior is more likely to be repeated. ● When a behavior is rewarded with a non desired item or ignored that behavior is likely to disappear.
• 10.
  A brief videoon the power of SL and ABAhttps://vimeo.com/69027563
• 11.
  Conclusion: In conclusion childrenthat are deaf are often being diagnosed with autism and children with autism can later become deaf, and the language gap that many children experience while waiting until they get a formal diagnosis is damaging to the child’s overall wellbeing. With autism on the rise and 1 in 59 children being deaf and also with an ASD, s​ign language should be a must.​It should be advocated for more because many of these children that are hearing and with autism are left without any formal language making their behaviors disruptive and setting them back more in society. With the right teachers, therapist, and parents that are not willing to conform a child with autism hearing or not is capable of learning manual signs. I believe that once we begin to incorporate SL into teaching exceptional child the world, we will discover the beauty in their minds
• 12.
  Reference List: With LittleResearch Out There it’s a matter of learning what works in teaching students with Deafness and Autism Lee Ann Bradley, Brandi Krakowski, Ann Thiessen. New Directions in Deaf Education, Odyssey Vol. 9.Spring/Summer 2008 When Autism and Deafness Coexist in Children Christen Szymanski, Patrick J. Brice. New Directions in Deaf Education, Odyssey Vol. 9. Spring/Summer 2008 The Effect of Sign Language on Behavioral Problems in Children with Autism Jennifer Remling. Brainwaves, Mount Saint Mary College Journal of Psychology Research, Vol. 4. Spring 2014 Teaching Sign Language to a Nonvocal Child with Autism Dorothy Scattone, Belmont Billhofer. SLP-ABA Special Compiled Issue 2.4-3.1.2008