Application of Fading in Expressive Language E-Learning for Autistic Children

Original teaching materials with dot codes, which can be linked to multimedia such as audio, movies, Web pages, html files, and PowerPoint files were created for use with autistic children with intellectual and expressive language disabilities. A maximum of four audio recordings can be linked to one dot code icon. One of the authors (S. I.) also created “Post-it” icons, on which dot codes were printed, and shared these with teachers of children with Autism Spectrum Disorders (ASD). As part of this project, many activities using dot code materials were successfully conducted at special needs and general schools. Basic information on the creation of these materials and their use in schools are presented in this paper.

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Construction of a Therapy program targeting Expressive language in non verbal autistic children

QJM ◽

10.1093/qjmed/hcab094.010 ◽

2021 ◽

Vol 114 (Supplement_1) ◽

Author(s):

Safaa R EL-Sady ◽

Mariam S Shadi ◽

Marwa G Rezk

Keyword(s):

Expressive Language ◽

Treatment Strategies ◽

Spoken Language ◽

Single Subject ◽

Single Subject Design ◽

Autistic Children ◽

Language Therapy ◽

Childhood Apraxia Of Speech ◽

Therapy Program ◽

Conversational Language

Abstract Background Some autistic children remain non verbal even after receiving multiple interventions. There is no obvious cause can explain failure of those autistic children who have adequate cognitive ability and communicative intent to acquire spoken language, except childhood apraxia of speech (CAS) that is treated differently than autism. Little is written about specific therapy programs that apply CAS treatment strategies to promote speech production for non verbal autistic children. Purpose The aim of this work is to detect the effectiveness of a therapy program targeting expressive language for non verbal autistic children by applying CAS treatment strategies. Methods pre – post single subject design in which each child acts as his or her own control. All the twenty children included in the study had been received previous language therapy at least for 6 months before the starting of the study with no improvement in verbal output. Results Of the twenty children enrolled in this study, eighteen children developed spoken language at least multiple single words used both during therapy session and at home. Conclusion a structured conversational language therapy program that apply CAS treatment strategies can help non verbal autistic children to acquire expressive language.

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School Activities for Autistic Children Using Newly Developed Software and Tools

Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-7053-1.ch007 ◽

2021 ◽

pp. 125-148

Author(s):

Shigeru Ikuta ◽

Chisato Ouchi ◽

Jinko Tomiyama ◽

Yayoe Katagiri ◽

Shoko Hoshi ◽

...

Keyword(s):

Autism Spectrum Disorders ◽

Expressive Language ◽

Children With Autism ◽

Autism Spectrum ◽

Basic Information ◽

Autistic Children ◽

Teaching Materials ◽

School Activities ◽

Language Disabilities ◽

Spectrum Disorders

Original teaching materials with dot codes were created for use with autistic children with intellectual and expressive language disabilities. One of the authors (S. I.) created “Post-it” sticker icons on which dot codes were printed and shared these with teachers of children with autism spectrum disorders (ASD). Each sticker icon was linked with up to four multimedia mediums of expression, such as a movie, in addition to up to four voices/sounds. Touching a dot code icon with a speaking-pen enables audios to be replayed, and touching a dot code icon with a dot-code reader with Bluetooth functionality enables multimedia to be replayed on iOS and Windows OS devices. New software to create self-made teaching materials with dot codes was developed by Gridmark Inc., with the help of author S. I. Basic information on creating original teaching materials using this newly developed software and its use in schools for students with ASD are presented in this chapter.

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Handmade Content and School Activities for Autistic Children with Expressive Language Disabilities

Accessibility and Diversity in Education ◽

10.4018/978-1-7998-1213-5.ch024 ◽

2020 ◽

pp. 464-493

Author(s):

Shigeru Ikuta ◽

Ryoichi Ishitobi ◽

Fumio Nemoto ◽

Chiho Urushihata ◽

Kyoko Yamaguchi ◽

...

Keyword(s):

Autism Spectrum Disorders ◽

Special Needs ◽

Expressive Language ◽

Autism Spectrum ◽

Web Pages ◽

Basic Information ◽

Autistic Children ◽

School Activities ◽

Language Disabilities ◽

Audio Recordings

Original teaching materials with dot codes, which can be linked to multimedia such as audio, movies, Web pages, html files, and PowerPoint files were created for use with autistic children with intellectual and expressive language disabilities. A maximum of four audio recordings can be linked to one dot code icon. One of the authors (S. I.) also created “Post-it” icons, on which dot codes were printed, and shared these with teachers of children with Autism Spectrum Disorders (ASD). As part of this project, many activities using dot code materials were successfully conducted at special needs and general schools. Basic information on the creation of these materials and their use in schools are presented in this paper.

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The intensity of the research activities on e learning for care givers of autistic children

2015 International Conference on Information Technology Systems and Innovation (ICITSI) ◽

10.1109/icitsi.2015.7437682 ◽

2015 ◽

Cited By ~ 1

Author(s):

Ahmad Sofian Shminan ◽

Norsiah Fauzan ◽

Merikan Aren

Keyword(s):

Autistic Children ◽

Care Givers ◽

Research Activities ◽

E Learning

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“I can Speak Like You, I am Just Different” A Psycholinguistics Study of Autistic Child

RETORIKA Jurnal Ilmu Bahasa ◽

10.22225/jr.7.2.3041.141-151 ◽

2021 ◽

Vol 7 (2) ◽

pp. 141-151

Author(s):

Dyah Ayu Rahmawati ◽

Emy Sudarwati

Keyword(s):

Autistic Child ◽

Language Disorder ◽

Expressive Language ◽

Language Disorders ◽

Receptive Language ◽

Autistic Children ◽

Verbal Language ◽

Language Problems ◽

Language Growth ◽

Present Thesis

Language deficiency is one of the barriers that autistic children face in their language growth. Autistic children may face these difficulties in which they have trouble in understanding and communicating their language. Using Chaer's Language Disorders Theory (2003), this research attempts to investigate the receptive language disorders performed by an autistic child named Rahesa and the expressive language disorders performed by an autistic child named Rahesa based on Suherman’s (2016) theory. Using a qualitative with descriptive approach, the data were taken from the videos of the subject’s relationship with his mother, then transcribed into dialogs and analyzed. Then, researcher continued to describe all the findings. The findings of this research indicate that an autistic person has trouble interpreting the message of others and communicating his/her emotions by verbal words. An autistic boy has three difficulties with receptive language disorder, such as difficulty in interpreting verbal language, difficulty in following verbal guidance, and difficulty in focusing his mind.As far as expressive language disorder is concerned, an autistic person faces six difficulties, such as difficulty in inserting words into sentences, difficulty in choosing the correct expression, poor comprehension, taking words out of sentences, repeating some words or phrases, and inappropriately using language structure.The present thesis seeks to offer insights to prospective scholars who are interested in linguistic, in particular psycholinguistics concerned with language problems in the case of autism. General readers will enrich their understanding of and how to cope with the forms of language problems in autistic children.

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The influence of child-based factors and parental inputs on expressive language abilities in children with autism spectrum disorder

Autism ◽

10.1177/13623613211054597 ◽

2021 ◽

pp. 136236132110545

Author(s):

Xue-Ke Song ◽

Wing-Chee So

Keyword(s):

Autism Spectrum Disorder ◽

Language Skills ◽

Expressive Language ◽

Autism Spectrum ◽

Language Ability ◽

Spectrum Disorder ◽

Language Outcomes ◽

Autistic Children ◽

Language Abilities ◽

Autism Traits

Studies of language development in children with autism spectrum disorder (ASD) have been primarily focused on the influence of child-based factors such as autism traits, IQ, and initial language skills. Yet the findings of these studies are inconclusive. There has, moreover, been little research compared the relative influences of child-based factors with environmental factors, (e.g. parental inputs). The current study attempts to fill this research gap by examining a range of both child-based factors and parental inputs. We measured the structural language abilities manifested in parent-child interactions over four time points across nine months in 42 Chinese-speaking autistic children ( M = 57.42 months, SD = 11.39). Our results showed that children’s mean length of utterance (MLU), word types, and word tokens grew rapidly, but their development trajectories varied. Initial expressive language ability was a significant predictor of children’s language outcomes, while nonverbal IQ and autism traits did not relate to children’s language abilities when controlling for initial expressive language ability. Parents’ MLU, word tokens, and word types did not associate with children’s structural language abilities. The findings shed lights on the importance of one of the child-based factors in particular, that is, initial expressive language skills, in the language development of autistic children. Lay abstract Language impairment is one of the early signs of Autism Spectrum Disorder (ASD) that alerts parents to take their children for early diagnosis and intervention. Little is known about how children’s autism traits, IQ, initial language abilities and parental inputs influence their language abilities. In addition, only a few studies have compared the relative influence of these factors. The present study addressed these issues by examining the structural language in parent-child spontaneous interactions. Forty-two Cantonese (Chinese)-speaking autistic children aged four to eight were recruited. Their expressive language skills grew rapidly more than 9 months, but their development trajectories varied. Initial expressive language ability is the only significant predictor of child language outcomes and language growth trajectories. In contrast, nonverbal cognition, autism traits, and parents’ input do not affect language outcomes in children with ASD. Therefore, early language intervention is crucial for autistic children at all severity and IQ levels.

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