1. My child is found eligible with Autism and I know someone with Autism but they are not alike. How can this be?
Autism is a spectrum with a wide range of characteristics. There is no one distinguished characteristic that you can say all people with Autism will have. Everyone is unique, experiences different degrees of characteristics that qualify them for being on the spectrum. Many individuals will have some of the same characteristics but they may behave in very different ways.
2. Why are visual supports necessary?
Lots of people on the spectrum experience information from their senses in a way that is different from neurotypical individuals.
The following information is from www.usevisualstrategies.com
Communication breakdowns can be a “root” cause of problems in social interaction, educational performance, and behavior.
It is critically important to understand the learning style of students so the most effective teaching can occur. Recognizing that students have different learning styles leads to the discovery that most students with autism spectrum disorders and many others with communication or behavior challenges are visual learners. That means they understand what they see better than what they hear, yet we tend to communicate with them primarily with talking.
It is typical for teachers and parents to presume that students understand everything that is said to them and frequently they do not. In fact, many of the behavior and social skill problems that these students demonstrate can be linked to a lack of understanding of verbal communications.
As we observe students, we discover that many of them demonstrate a strength in understanding visual information compared to their ability to respond to what they hear. Using visual strategies to support communication provides an effective way to improve both understanding and expressive communication.
For many students with communication challenges, the use of visually supported communication is more effective and efficient than just talking to them. Visual tools assist students in processing language, organizing their thinking, remembering information and many other skills necessary to participate effectively.
3. What is PECS?
PECS stands for Picture Exchange Communication System. The following information is from the Pyramid Educational Consultants website: www.pecs.com
The Picture Exchange Communication System (PECS) was developed in 1985 as a unique augmentative/alternative training package that teaches children and adults with Autism and other Communication deficits to initiate communication. First used at the Delaware Autistic Program, PECS has received worldwide recognition for focusing on the initiation component of communication. PECS does not require complex or expensive materials. It was created with educators, resident care providers and families in mind, and so it is readily used in a variety of settings.
PECS begins with teaching a student to exchange a picture of a desired item with a “teacher”, who immediately honors the request. The training protocol is based on B.F. Skinner’s book, Verbal Behavior, so that functional verbal operants are systematically taught using prompting and reinforcement strategies that will lead to independent communication. Verbal prompts are not used, thus building immediate initiation and avoiding prompt dependency. The system goes on to teach discrimination of symbols and then how to put them all together in simple sentences. In the most advanced phases, individuals are taught to comment and answer direct questions. Many preschoolers using PECS also begin developing speech.
The system has been successful with adolescents and adults who have a wide array of communicative, cognitive and physical difficulties. The foundation for the system is the PECS Training Manual, 2nd Edition, written by Lori Frost, MS, CCC/SLP and Andrew Bondy, PhD. The manual provides all of the necessary information to implement PECS effectively. It guides readers through the six phases of training and provides examples, helpful hints and templates for data and progress reporting. This training manual is recognized by professionals in the fields of communication and behavior analysis as an effective and practical guide to one of the most innovative systems available.
PECS is especially successful if appropriately combined with elements of behavior analysis. The manual offers many suggestions on assessing reinforcers, teaching strategies, fading prompts and other issues. The authors encourage PECS users to create an environment that enhances and encourages communication through the use of the Pyramid Approach to Education. The manual briefly outlines the Pyramid and how it can be established in various settings.
4. What is the subsidy I hear about for children with Autism and who do I contact to receive more information about it?
The program is called the Family Support Subsidy Program through Michigan Department of Community Health. The office is located in Lansing and the phone number is 517-373-3763. Parents can all this number requesting an application or the subsidy. The TTY number is 517-373-3573.