Several types of therapies may help children develop "theory of mind," which is important for social interactions.
"Theory of mind" is the ability to recognize beliefs, intentions, desires, and other mental states. People learn to recognize these mental states in themselves and others. Theory of mind is very important for social interactions, allowing people to understand what others might be thinking or feeling. The authors said to think of it as "mind-reading." The authors describe theory of mind deficits in people with autism. Several different types of therapies are being used to teach theory of mind to children with autism. These include behavioral therapy, computer-assisted learning (or CAI), and Social Stories. These and other therapies have helped children learn these skills.
Autism Therapy: computer-assisted instruction (CAI)
No Factsheets to Display
- Revista de Logopedia, Foniatria y Audiologia, by Howlin, P., published in 2008, summarized Oct 30, 2009
- Cognitive and Behavioral Neurology, by Pickett, E., Pullara O., OGrady J., and Gordon B., published in 2009, summarized Aug 24, 2009
Older nonverbal children with autism may still learn to speak using speech therapy.
Some professionals thought that if children did not speak by age 5, then they would not be able to speak. The authors of this article looked up studies of speech therapy in older children. They wanted to figure out whether children may start speaking after 5 years old. Some children spoke their first words between 5 and 13 years old. There were no reports of anyone older than 13 years starting to speak. In the 5-13 year old age group, it was relatively rare for children to start speaking. For example, out of 183 nonverbal children in two studies, 11 spoke their first words between 5-13 years of age. Speech therapy was helpful for some children, and worked after other therapy options did not work. Behavioral therapy (ABA) techniques (reinforcement, shaping, fading), sign language use, special education programs, and computer-assisted learning were also helpful.
Researchers are creating computers that can read and respond to the emotional state of a person with autism and may be used to provide better therapy.
This study looked to see whether computers can be taught to respond to the affect/emotional state of a person with autism. A therapist and parent of each person in the study gave a report on the emotional state of the person with autism. For the most part, the parent and therapist agreed on the emotional state of the person. The person with autism did not report their emotional state to be the same as that reported by the parent and therapist. The study then compared the report of emotional state to heart rate, sweating, temperature, and other changes in the body.
- Focus on Autism and Other Developmental Disabilities, by Mirenda, P., published in 2001, summarized Nov 7, 2006
This article gives an overview of the research on different forms of augmentative and alternative communication (AAC) and technological advances that can help children with autism communicate more clearly.
The author begins by explaining that she is reviewing research on aided AAC systems, as opposed to unaided AAC systems. Aided AAC systems are any kind of communication techniques that require objects beyond the user's body; for instance, the picture-exchange communication system (PECS) requires cards with pictures on them. Unaided AAC systems are techniques that only require the user's body. An example of unaided AAC is sign language. The author states that the two goals of AAC interventions are to help someone become better at both: 1) being understood by others; and 2) better understanding of others. Several approaches have been used to meet these goals. Among the most well-supported interventions are: use of a visual schedule, system for augmenting language (SAL), PECS, and functional communication training (FCT). Each of these approaches is described, and the research supporting each is outlined. The author also explains how assistive technology can help children with autism, including voice output communication aids (VOCA) and computer-assisted instruction.
Chinese Children with Autism Get Little Support
Apr 11, 2012Cai Zhaohui is the sole caregiver for his son with autism. Cai blogs about his son and living with autism in China. For example, after a wait, his son was admitted to the Yilin Rehabilitation Center in Qingdau, and there is only one ABA-certified therapist in China. Yan Feng, a professor at Shanghai Fudan University explained that the number of children on the autism spectrum in China is difficult to know because of the social stigma. Yan stated, “Parents need to become autism experts themselves in order to counterbalance the current imperfections in today's social system. Qingdao's Yilin center is a good example of this, as it was established by Fang Jing, herself a mother of an autistic child.” Cai hopes his sina.com microblog and his book, Daddy loves Xihe, will help bring more awareness and support to China’s children.
Read original article: Chinese Autism Kids Face Misunderstanding
Two researchers from New York-Presbyterian Hospital believe that a multidisciplinary approach provides the best intervention for children with autism. They recommend a team approach that may include a pediatric neurologist, gastroenterologist, and family pediatrician. Treatment may include speech and language therapy along with computer-assisted therapy to help children to make eye contact.
Students with Autism Plan for Independence
Jun 9, 2008Planning for Independence (PIP) is a program in Canada to teach life long skills to children with autism and other developmental disabilities. Using interventions ranging from computer-assisted instruction to Snoezelen Rooms and visual cues to grocery shopping, school-aged kids are learning tools that will allow them to communicate and enter the world once their special education courses come to an end.
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Social Skill Builder
Feb 16, 2010 by meganSocial Skill Builder, Inc. was founded by speech pathologists and sisters Jennifer Jacobs M.S. CCC-SLP andLaurie Jacobs M.A. CCC-SLP in 1999. Social Skill Builder provides appropriate tools for teaching social skills to children affected by Autism Spectrum Disorder (ASD) and other language/learning difficulties.
Because social interaction between people usually happens so quickly and naturally, it is hard to teach these skills to children with social competence difficulties. Social Skill Builder software programs allow children to dissect social situations in a safe and controlled environment, with the opportunity to replay scenarios for greater understanding. Such practice provides children with greater insight into social interactions and increases their confidence as they try out new skills in their real-world environments.
Social Skill Builder has created a series of learning tools, targeting preschool through young adults, which use real life video in computer assisted programs to teach social skills. The user is able to watch the video scenarios unfold and then make choices about what should be said or done next in a safe and controlled environment. These interactive features allow the child or adolescent to step inside familiar social situations to problem solve or predict outcomes. Motivating reinforcements and games make learning the social skills fun and entertaining. This unique training software provides a reference for language, behaviors and interactions that children can carry into the natural environment.
Social Skill Builder's products are designed for speech and occupational therapists, educators, counselors and psychologists, and parents who interact with children and adolescents ages 3-18 affected by ASDs and other learning/language deficits.
You can find more information regarding our software at www.socialskillbuilder.com