Involving people with autism in the design process for digital devices may help create products that work well for them.
Digital assistive technology includes digital devices or programs that are designed to help people with autism. As much as 30% of new technologies are dropped because people with autism do not use them. A panel of 7 psychologists, who work with people with autism, recommended some ways to include them in the process of designing new technologies for them. First, the abilities, behaviors, and motivators (what motivates them) should be evaluated. Second, product designers should be experienced in autism to better know what might work. Third, offering a variety of products is a good idea because there is a range of abilities and interests among people with autism.
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Please comment on this autism topic.
Children with autism and horses
Jan 17, 2012 by AnonymousPREFACE:
My experience working with children diagnosed with Autism has been a little like knocking on the door to their place of business.
Option #1
Sometimes, no one answers the door and even if the hours of operation are posted, they are not always observed.
Option #2
If the door is answered, you rare sometimes invited in, but once inside you realize it is a waiting room where messages are exchanged. There is no direct contact. This can cause delays, miscommunication and confusion. Patience and timing are critical.
Option #3
With enough effort and understanding you are sometimes (and hopefully) invited into the main office and speak to the boss directly. In this setting, skills understanding and effort are still required but are less demanding and more productive.
This is the most rewarding and productive of the three options.
The equine program developed at the Westwind Rodeo Academy has facilitated the opportunity to enter the office and speak to the boss directly. (Remember - they are not YOUR boss, but the boss of the company you need to do business with.)
I personally believe it has been a key ingredient in several instances, in moving forward and grasping the potential for the Education system to assist and direct students diagnosed with Autism in their academic efforts and opportunities.
FOLLOWING : Is a cursory description of a multi-faceted program that will hopefully provide a glimpse into these concepts.
CAUTION: The thoughts information and data provided here are solely my responsibility and have not been endorsed, accredited, approved or even spell-checked by the Westwind School Division, the Westwind Rodeo Academy or any other authority.
Harlan (Lanny) Smith B.S.W., Family School Liaison Counselor
e-mail lannysmith56@gmail.com
The Program
More than just a riding program, the Westwind Rodeo Academy in Cardston Alberta provides a unique program centered on relationships that is based on a triad as part of a larger group of nine. Each child that attends the program is matched with a specific horse and equine specialist EQ (horse handler) that is chosen for their skills and experience working with children with special needs as well as their command of horse knowledge and competence.
The group of 9 is formed with 3 groups of 3 to allow for broader experience, interactive activities and comparative experiences and an ambience in the session. The selection of which 3 students will attend together is carefully considered and may include children with a variety of challenges not limited to Autism. The sessions are repeated for 6 consecutive weeks and may be repeated up to 4 times a year, space allows and need requires, although each section is provided as a stand alone intervention.
One of the most inspiring experiences is when children fully embrace the horse and the relationship when they take the opportunity to lay down on the horses back without saddle (sometimes with a bareback pad or blanket, but not always), and spend quiet time, just embracing the horse while the child is at rest. This can include conversation with the EQ as originated by the child and is largely a listening activity for the EQ, or just a silent time. This activity is sometimes suggested by the child and sometimes by the EQ and may occur at anytime during the session. It is can be used to de-escalate the child or address stress or emotional discomfort. It is also used as a modest celebration or reinforcement in the relationship.
Actual riding occurs during these sessions but is not the object or the goal. Many sessions pass without the child being on horseback as the situation dictates. Each session is focused on the child's orientation to the world around them as far as they can express through words, body language, choices or actions, their needs and concerns as well as interests and inclinations. Although safety is an over riding principal, convenience to the horse or EQ is secondary to the child's expressed or perceived preference.
We have witnessed EQ's trotting beside the horse as ridden by the child who has expressed a desire to have the horse move at faster than a walk.
(Again, safety is paramount which necessitates one or more EQs running beside the horse. In this case, the child's skills and aptitude to remain safely on the horse is previously determined. We also consider the horses history and attitude and performance on that particular day as part of the decision making process.)
This can be physically demanding and inconvenient for the EQ but a major contributor to the child's experience and benefit. The results the child experiences, the more effort required by the EQ to facilitate without imposing or tainting the child's experience.
The other component of this system is the support of a Mental Health Practitioner and supervision by the Facility Director. This completes the formal team. Decisions about activities, concepts and specific goals are managed by the Facility Director and Bahavior Specialist and the EQ's in consultation.
We have also encouraged with some success, the attendance to at least one of the sessions in each section by a significant family member as well as the students classroom teacher and possible other support personnel. These individuals are given direction about the concepts of non-interference and non-projecting on the child's experience while acknowledging the elements the child is embracing. They meet the horse, the EQ and observe the activities. We often take pictures or video and encourage this experience to be talked about at home and in the classroom.
Of course this is a snapshot of the experience in condensed form and there are many details and intricacies that cannot be explained or properly presented in this format. Overall, the development of this process has been most rewarding and inspiring and worth the investment of time, money and effort. It requires many elements working in concert to achieve this model. We are fortunate that these things have come together thus far.
Questions or comments leading to discussion and education are appreciated.
Responding to insurance
Sep 13, 2011 by AnonymousWe have private insurance for which we pay a premium and deductible. It covers occupational therapy, language therapy, physical therapy and psychological therapy but at a combined 75 visits for calendar year. This is not for each therapy but rather 75 total for all together. Thus, even with illness or vacation times taken, we do not have enough alotted time slots covered to continue therapy for a full year. Once we run out of the 75 covered slots, we must pay out of pocket. We pay a copay of $20 per visit. So, for example, if my child sees a language/speech therapist and the ot once per week it is $40 out of pocket until we hit the magic 75 allowed under the insurance. Then we woud have to pay $150 for one therapy and $160 for the other per week. The psychology/psychiatrist appointments are monthly. All of these therapies would be available more frequently and I am told by the therapists very helpful if we could do more than once a week for 1/2 a session but we cannot afford to do this. The children on the autism spectrum benefit greatly from these therapies and it is something that should be covered under the insurance policies, just as any health or mental health issue should be.
Responding to art therapy
May 18, 2010 by AnonymousArt Therapy is a mental health profession that requires a master degree, specializing in art therapy, from an accredited university or college. Art therapy uses the creative process of art making to improve and enhance the physical, mental, and emotional well-being of individuals of all ages. It is based on the belief that the creative process involved in artistic self-expression, guided by a professional art therapist, helps people to resolve conflicts and problems, develop interpersonal skills, manage behavior, reduce stress, increase self-esteem and self-awareness and achieve insight. (Please see the official website of the American Art Therapy Association at arttherapy.org.)
Art therapy may be especially beneficial for persons with autism because of its inherent ability to surpass language barriers. Children and adults can easily use "hands-on" expression to make therapeutic gains when traditional "talk therapy" is not feasible. In addition to be effective, art therapy is often enjoyable for clients and they look forward to it. Skill as an artist is NOT important. The therapeutic process is the focus in treatment, rather than the artistic product.
Art therapists in your area can be located by going to www.arttherapy.org. One may also search local Yellow Pages under Counselors, Licensed Professional Counselor, Therapists, Psychologists, and other mental health professions.
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