Therapists are always searching for ways in which to connect with people with autism and technology seems to be providing the key.
While therapists have been using these aids for some years experts are now beginning to be able to explain why iPads can help children with autism: They are helping these children with extra needs to develop their communication skills because the apps that are being used don’t have the unpredictability that can go with human interaction.
The Daily Mail reported recently that Toby Price from Mississippi, whose daughter, Addison, 11, has non-verbal autism, noticed a marked improvement in her behaviour and skills since learning to use an iPad, and the Toca Boca apps.
He said: “When you have a child with autism take an interest in something, as a parent, you have to run with it.
“Addison uses her iPad to show us things she wants, or places she would like to go. She uses it to practice handwriting and even counting.
“As a parent [I am] happy to have found a way to engage our kids with iPads.”
The Daily Mail also spoke to Rhiannan Walton, 32, from West London who has been a speech and language therapist for eight years.
She began using technology in her therapy sessions with autistic children around 18 months ago.
She said: “Technology responds in the same way every time; you press a button and it responds how you expect it to. This particularly appeals to autistic children who can become scared and confused by unpredictability.
“We know therapy needs to be motivating for children in general, and games are particularly motivating for children with autism because they’re visually appealing.
“Autistic children aren’t motivated by wanting to please in the same way other children are.
“Non-autistic children think ‘this lady wants me to play this game and if I do, she’ll say well done,’ but autistic children aren’t interested in that at all.
“They need to be motivated in other ways – and technology helps with this.”
Canadian researchers studied children with non-verbal autism spectrum disorder who were given Apple iPads for a six-month trial. The results showed that nine of the students showed a statistical improvement ranging from mild to significant in their overall communication skills.
The devices were also found to boost motivation among 75 per cent of the children, while also increasing their attention span and ability to interact socially.
Topcliffe Primary School in Birmingham recently introduced touchscreen devices into classrooms and similarly noticed an improvement among the autistic students.
Topcliffe’s spectrum disorders teacher Sarah Quickenden said: ‘”We watched children with autism playing with the images on the screen in ways in which none of the typically developing children had done.
‘The normal curriculum that we were offering just wasn’t allowing them to demonstrate these skills to us. We never realised that the children had these skills because some of them are so locked in.’
Walton went on to speak about how technology can also be used to build other communication opportunities.
“I give the children in my therapy sessions the game, let them play it for a while before taking it away.
“We then work together to help the child show me that they want it back; they want to play more of the game.’
“Once this skill is developed, it can be built upon to teach children about taking turns, sequencing, and so on.”
Vicki Clarke is the owner and president of Dynamic Therapy Associates with 18 years’ experience as a Speech Language Pathologist and Augmentative Communication Specialist in Georgia.
She told Autism Speaks: “People are messy and computers are neat. For our friends with autism, this consistency is easy to understand and comforting.
“The iPad puts this comfortable, predictable teaching friend right in the hands of our children with autism, regardless of where they are.”
But she continued technology isn’t a ‘miracle cure’.
“The specific needs of the child need to be the main deciding factor on purchasing any technology,” explained Clarke.
“These technologies are simply another tool in our box that have the potential to help meet some of the needs of our children.
“When deciding on technology options, teams must consider the individual needs of the child and the ability of the app to meet the comprehensive needs for which they are purchased.
“Families should consult with the professional and personal friends who know the child and can offer input on potential needs of the child.”
Written by Rachel Harrison, speech and language therapist, on behalf of Integrated Treatment Services. www.integratedtreatmentservices.co.uk
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