| Subject: Re: DEAF AND Autistic |
Author:
michelle
|
[
Next Thread |
Previous Thread |
Next Message |
Previous Message
]
Date Posted: 14:08:42 03/04/04 Thu
Author Host/IP: n2h2.ycoe.net/206.15.239.249
In reply to:
michelle
's message, "Re: DEAF AND Autistic" on 14:01:40 03/04/04 Thu
>In response to the question posed regarding the 7 year
>old student who is diagnosed with Autism and is
>moderately hearing impaired. So, regarding
>his primary mode of communication (with respect to
>functional communication). Is it sign language or via
>"gestures?" I would suggest either teaching this
>child to use sign language (if he does not already do
>so) or use a picture exchange communication system.
>Sign language would be a great option if his/her
>family and others close to him/her would use sign
>language as well and he/she has the motor planning required to do tis (e.g. fine motor). If not, I might suggest using a
>picture exchange communications system, or PECS(Frost
>and Bondy)which requires no prerequisiste skills and
>teaches initiation from the start. They have a great
>website and tons of great resources for visual support
>systems, which are so important.
>Now, here's a question for anyone reading these with
>experience working with children who are deaf and
>diagnosed with Autism. I am attempting to get
>information regarding the best service delivery model
>for this population and am currently involved in a
>"team" decision regarding a placement decision for a
>deaf child who is on the spectrum. Any feedback
>regarding this topic would be helpful- the sooner the
>better. This child is bright, recently observed to
>show an increase in the amount of items or activities
>requested, going so far as to use attributes with
>these requests(her primary mode of communication is
>sign langauge). The student responds well to discrete trial teaching methods and other behaviorally based strategies and demonstrates behaviors in the
>form of dropping to the floor, climbing on tables,
>chairs, even filing cabinets and running from staff.
>There is an currently effective behavior support plan in place
>So, any info or feedback on this
>would be helpful (Here are two possible models being
>discussed at this time-(1)an Autism class
>(incorporated into class is discrete trial teaching,
>functional communication, play and self help skills
>using ABA) where there are no signers (peers or staff)
>with the exception of the support aide (but with
>itinerant DHH support to consult with teacher. There
>is also an OT and speech pathologist included in the
>program or (2) a DHH class (peers and staff) with
>Behavior Support and 1:1 therapy (e.g. discrete trial
>based instruction, self help,play,functional
>communicatio etc using principles of ABA- overseen by
>a Behavior Specialist and colloaboration with teacher,
>speech pathologist, occupational therapist and
>adaptive pe) Feedback- good and bad Please!!
>Thanks!
>michelle
>
>>I have a student who is severely autistic and
>>moderately hearing-impaired. He was diagnosed with
>>the HI and received hearing aids at age 2 and is now
>>7. His mother does not want to deal with the hearing
>>aids any longer and feels they distract him. So she
>>does not want him to wear them at school. He has no
>>spoken words and does not use language on demand or to
>>request. He is in a self-contained autistic class and
>>the teacher uses spoken language and gestures to
>>communicate with him. I am a very experienced teacher
>>of the HI but have not worked with anyone this
>>autistic before. Does anyone have any suggestions for
>>how to keep the hearing aids on him or for any other
>>strategies for communication?
>>
>>>>Hi,>
>>>>>
>>>>I have a profoundly deaf (diagnosed at 4 months),
>>>>autistic grandson, age 7. His autism is closest
>>>>correlated to Asperger-type behavior and was
>>diagnosed
>>>>last year. He was previously tested for autism and
>>>>was determined not to be (age 4). Due to his
>>>>deteriation of behavior at home and school--his
>>Mother
>>>>moved to the town where the resident deaf school is
>>>>located. There a psychologist well-aquainted with
>>>>deaf children diagnosed him. He is now in the "most
>>>>special of special classes at school" where he
>>>>receives almost one-on-one attention continually.
>>>>Through behavior modification and this constant
>>>>attention, he has progressed rapidly. He signs well
>>>>and does very well with math. His reading is
>>>>progressing and his behavior is not quite so
>socially
>>>>unacceptable--at school; in fact, he is forming a
>>good
>>>>friendship with a "normal" deaf child. At home, we
>>>>still battle his sudden outbursts,
>>>>self-abuse(biting/scratching himself) and hitting
>his
>>>>sibling. These incidents are less now, but no less
>>>>disconcerting when it happens. He actually jokes
>and
>>>>teases and is just a relatively pesty child (fairly
>>>>normal in that).
>>>>
>>>>Any suggestions how to curb this obsessive
>behavior?
>>>>We are concerned that he might really hurt his
>>brother
>>>>and a new brother is on the way!
>>>>
>>>>We are considering trying medication such as
>adderal,
>>>>which we tried once before but discontinued to try
>>>>behavior modification.
>>>>
>>>>Ideas?
>>>
>>>
>>>Hi,
>>>
>>>My daughter is 5 1/2 years old and has some self
>>>stimulus
>>>behaviors such as biting, scratching and teeth
>>>grinding.
>>>She doesn't usually bite other people but she
>>sometimes
>>>bites her dad or me just to get attention (like
>>>playing
>>>a game).
>>>
>>>I believe some of her problems are due to her sensory
>>>problems and I give her a chewing toy when she bites
>>or
>>>grind her teeth. That will satisfy her craving for
>>>oral
>>>stimulations. If your grandson knows how to chew
>gum,
>>>it may work for his cravings for biting. I use
>>chewing
>>>toy because she swallows the gum after few seconds
>of
>>>chewing.
>>>
>>>For my daughter's bad behaviors, we use behavioral
>>>modification. We analyze her bad bahaviors and find
>>>out
>>>if there is a reinforcement she gets after the bad
>>>behaviors. For example, she screams during church
>and
>>>I say "SHHHHH". If her purpose of screaming is for
>>me
>>>to say "SHHHH", her screaming is more likely to
>>>increase.
>>>So even though it's really embarrasing being in a
>>>church
>>>with a screaming kid, I would look away and
>completely
>>>ignor her. In other words, I don't give her what she
>>>wants. This approach actually helped us reduce some
>>>of her bad behaviors.
>>>
>>>We haven't tried conventional medication for her so
>I
>>>can't say. Personally speaking, I think you should
>>>try
>>>anything that may help your grandson.
>>>
>>>Best wishes.
>>>
>>>Kaoru
[
Next Thread |
Previous Thread |
Next Message |
Previous Message
]
| |
Feedback: 