Alternative and Augmentative Communication Improvement for Daily Life of Children with Autism Spectrum Disorder

To arrange all life to be in harmony in worldly and spiritual / inner life is the viewof life and daily life of the Javanese people in general, for example how to dressproperly, harmony in speaking even though they are in an explosive inneremotion, still trying to be polite in expressing their hearts. Children with specialneeds are part of the nation's children who have the same rights in all aspects oflife in this country, including one of which is preserving local culture that hasexisted for a long time. One of the children with special needs is an autistic childwho has complex developmental disorders including barriers in social interaction,deficient or excessive behavior and language barriers, so they need variousalternative management. This literature review aims to discuss the use of musicalarts as an effort to rehabilitate children with autism spectrum disorder.

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ASD Module: a software to support the personal autonomy in the daily life of children with autism spectrum disorder

10.3390/mol2net-1-f014 ◽

2015 ◽

Author(s):

Betania Groba ◽

Javier Pereira ◽

Laura Nieto ◽

Thais Pousada ◽

Susana Falcón ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Personal Autonomy ◽

Daily Life ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder

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The effectiveness of video modelling for teaching daily life skills to children with autism spectrum disorder

International Journal of Learning and Teaching ◽

10.18844/ijlt.v12i1.4560 ◽

2020 ◽

Vol 12 (1) ◽

pp. 42-54

Author(s):

Deniz Ozcan ◽

Fatma Merdan

Keyword(s):

Autism Spectrum Disorder ◽

Life Skills ◽

Daily Life ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Single Subject ◽

Single Subject Research ◽

Skill Analysis ◽

Multiple Probe

The purpose of this study is to examine effectiveness of video modelling for teaching daily life skills to children with autism spectrum disorder (ASD). Multiple probe across subjects design from single subject research model has used as a research method. It has found that video modelling is effective on teaching common life skills to individuals with ASD. It has also demonstrated that these skills become permanent in subjects’ lives and they could generalise these skills at other times with various equipment and in different contexts. Data are collected according to achieve each skill step in cooking fried eggs with garlic sausage and cooking pasta skill analysis. In future researches, teaching different daily life skills by using video modelling could be tested. Keywords: Autism, cooking fried eggs, cooking pasta, daily life skills, video modelling.

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Learning Through Games: An Approach for Children with Autism Spectrum Disorder During COVID-19 Pandemic

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i5.2196 ◽

2021 ◽

Vol 12 (5) ◽

pp. 1820-1829

Author(s):

Nurul Hidayah Mat Zain, Et. al.

Keyword(s):

Autism Spectrum Disorder ◽

Daily Life ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Development Phase ◽

Design Phase ◽

Application Development ◽

Study Results ◽

User Design

The coronavirus disease (COVID-19) pandemic has led to increased online learning for students, including children with Autism Spectrum Disorder (ASD). However, the need for social distancing has interrupted the delivery of continuing education for ASD children. ASD emerges in early childhood, which may cause interruptions in numerous essential areas of progress in daily life. Therefore, we proposed a mobile game, namely Basic Daily Life (BasLife) game, for ASD children. The game offered positive affection and an enjoyable experience in learning sessions during the COVID-19 pandemic. The Rapid Application Development (RAD) methodology was implemented to produce the BasLife game. The RAD methodology consists of four phases: Requirement Planning Phase, User Design Phase, Development Phase, and Cutover Phase. The EGame Flow Model was applied as a guideline to develop an enjoyable game during the User Design Phase and Development Phase. Keenly, the study results produce theBasLifegame as a learning approach for ASD children that would tackle the interpersonal skills and create an enjoyable learning experience during the COVID-19 pandemic.

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Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00045 ◽

2020 ◽

Vol 29 (2) ◽

pp. 586-596 ◽

Cited By ~ 1

Author(s):

Kaitlyn A. Clarke ◽

Diane L. Williams

Keyword(s):

Autism Spectrum Disorder ◽

Augmentative And Alternative Communication ◽

Communication Systems ◽

Diagnostic Category ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Alternative Communication ◽

Speech Language Pathologists ◽

Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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