AT and AAC: Practical Tips and Strategies : autism

Get to Know Your Students

Angela Desideri — Wed, 21 Mar 2012 13:30:00 GMT

Recently, I discovered a new app called Music Color. Music Color is a universal app that's available on the iTunes app store and supports 20 languages.

How It Works

Select a color from 12 possible options: blue, yellow, red, pink, brown, white, green, gray, orange, black, purple and light blue.

Once you select a color, a page with six items in the color you selected opens, and classical music is played. When you press the item on the page, it displays a large, vibrant picture that changes each time the same picture is pressed.

The question mark opens a page that requires you to receptively identify the colors in a field of four.

Interacting in the App

I begin by modeling all of the colors and items. Then I give all of my students screenshots of the main page that contains the 12 colors. Be sure to refer to my previous blog Screenshots: An Easy Way to Create Visual Supports to learn how to take screenshots. The students take turns requesting their preferred colors and items that they want to see. We then take turns commenting about the pictures. I comment and describe using core words, and my students follow along. The pictures are so exciting that you will be amazed at the spontaneous language they elicit.

Observing Your Students' Favorite Items in the App

I observed my students interacting within the app and discovered some of their favorite things. One of my nonverbal students kept choosing the color orange, and when on the orange page, she kept pressing the basketball picture over and over. We gave her a basketball, and she immediately began bouncing it. Had it not been for this app, I never would have discovered her love of playing basketball. This is just one example among many that demonstrates how my nonverbal students use this app to communicate their favorite activities.

Expanding Beyond the App

I bring in objects that are the same colors as in the app. Some of the objects I used were marshmallows, different color squishy balls, different color putty, Play-Doh.
I made a board with 12 blank icons and then had my students glue colored squares on their boards. They loved their finished products and enjoyed telling me their favorite colors!
I created sensory boards with different colored items that we used to elicit descriptive language.
Stephanie Bruno-Dowling recently wrote about making Rainbow Punch in her blog "Drink Recipes for St. Patrick's Day!" We made rainbow punch, and it was such a fun activity to generalize the colors that were learned.

I encourage you to observe your students using this app and report your findings to me in the Comments section. Please describe the colors/items you observe are of particular interest to them.

Screenshots: An Easy Way to Create Visual Supports

Angela Desideri — Wed, 08 Feb 2012 13:10:00 GMT

One of the ways I have been using my iPad with my students who require visual supports such as the Picture Exchange Communication System (PECS), communication boards, and AAC overlays is by taking and using screenshots.

You may be asking yourself, "What is a screenshot?" If that's the case, let me explain. Screenshots are images that are taken by the iPad, iPhone or iPod Touch that, once taken, are stored in the photo library. If you look through your photo library you will more than likely discover random pictures that you don't recall taking. These are most likely screenshots that you snapped without knowing it. The good news is now you will learn how to take and use screenshots to enhance your therapy sessions.

Here's how to take a screenshot:

Your picture is now stored in your photo devices library.

Now your pictures can be emailed, messaged, assigned to contacts, used as wallpaper, tweeted, printed or copied.

I have screenshots for all of the pages in the apps that I use. I then print them on card stock and laminate them. I provide these to my students and they can be used as choice boards to make requests or comments, as well as making descriptions and assisting with answering and asking questions. The possibilities are endless!

I find that screenshots really help with kids who are impulsive, as this is a way to structure your therapy session while using apps, especially with groups. Screenshots are an easy way to provide visual supports while engaging interactively in the apps. I encourage you to practice taking screenshots and start using them in therapy today!

My Favorite Apps for Speech Therapy Part 1

Angela Desideri — Wed, 30 Nov 2011 15:44:00 GMT

I wanted to share some of my favorite apps that I use for speech therapy. Please feel free to comment and tell me your favorite apps so I can add them to my wish list for the holidays!

My Play House by Shimon - This is an interactive play house that I use to work on play skills, turn taking, linguistic concepts, following directions, cause and effect, and much more.

The Social Express by The Language Express - This is a new app that was just released and it works on teaching social language skills. It's a comprehensive app that targets all aspects related to social thinking including: feelings, eye contact, interpreting non-verbal cues, conversational skills, learning how to be a part of a group, teaches the hidden social rules, sequencing and inferencing, coping skills, and much more! The app also contains the option to turn on "Teacher Tips" where it tells you what to say to your students when engaged in the app. It even comes with printable activities and lesson summaries.

Cinderella by Nosy Crow - I use this to work on comprehension, vocabulary development, following multi-step directions, choice making, social skills, narrative development and emotions. Some of the pages in the app I love are the invitation page, garden scene and the dancing scene where you can change the music.

What are your favorite apps?

iPads in Schools: Interview with an iPad Coach Part 2

Angela Desideri — Wed, 16 Nov 2011 13:07:00 GMT

In my last blog, I interviewed Dawn Hallett, iPad Coach at Warringa Park School in Melbourne, Australia. As you will soon learn from Dawn's experience, it takes a considerable amount of planning, training, and support to ensure the successful use of this new technology. Here is Part 2 of my interview with Dawn.

Angela: What is your school doing to train and provide ongoing support to staff?

Dawn: An essential part of my role is to provide training for my staff. I provide professional development on the basics of the iPad itself. We also encourage teachers to provide a workshop based around an application they are currently using. This happens every Thursday after school.

Although my official title is ‘iPad Coach,' I operate as a teaching and learning coach, with a focus on technology. I work alongside teachers for a term at a time. Together, we identify the level each student is working at, plan activities to enable the student to progress onto the next level and identify opportunities for using the iPad to support these activities. I will then model some lessons that integrate the iPad and provide support to my colleagues with further lessons.

Angela: How does your school ensure the iPads are being used for educational purposes?

Dawn: This is an expectation when teachers sign up for an iPad. As we don't download applications unless they are educational, our students are only able to use the iPad for educational purposes, even if they don't stay working on the app the teacher wants them to!

Angela: How are apps purchased and distributed?

Dawn: Each student is provided with an iTunes gift card. At the start, this was $50. The teachers are then provided with a list of suggested applications that total the amount and are asked to download these applications onto each iPad. For some older students, we quickly learned that some needed the restrictions applied, as Justin Bieber had been downloaded "accidentally" onto one iPad! But this has been part of the learning process for us.

When teachers plan at the end of each term for the following term, they identify applications that will fit with their topic and are then given vouchers that total the required amount. It is more beneficial to use iTunes vouchers, as there are always special offers, for example, buying $50 for $40. However, if a teacher desperately needs an app, our IT Manager will gift it to them.

Please share in the comment section how your school is using iPads and the success and/or challenges you have encountered!

iPads in Schools: Interview with an iPad Coach Part 1

Angela Desideri — Wed, 02 Nov 2011 12:26:00 GMT

In my last blog, I posted questions regarding the use of iPads in schools that many SLPs have. I'm excited to interview Dawn Hallett from Warringa Park School in Melbourne, Australia. Dawn has been kind enough to share more about her role as an iPad coach and comment on many of the questions that have been raised.

Angela: Please share with my readers more about your job as an iPad coach and your school?

Dawn: Warringa Park School is based out in the Western Metropolitan Region of Melbourne. The school has 304 students enrolled, from 5-18 years of age, all with additional needs. In June, 2010, we purchased 10 iPads to explore with students. The feedback from teachers and students was overwhelming and so we invested in additional iPads.

In October, 2011, Warringa Park was one of two special schools in Victoria chosen to take part in the Victorian iPad Trial. The purpose of this trial was to explore the impact of technology on students' learning outcomes. To support the special schools in the implementation, I was seconded to work for the DEECD for two months.

My main objectives were to compile a list of applications that could be used in different areas of the curriculum in a special setting and provide professional development to teachers of both schools. On my return to school, my role changed from being a classroom teacher to a full-time iPad Coach. My school had decided we were going to implement iPads 1-1 across the school and my job as iPad Coach was to support this implementation.

My primary roles were identified as supporting teachers with the integration of the iPad as a teaching tool in the classroom, along with conducting professional development for teachers and identifying applications to meet the learning needs of all students.

Angela: How does your school determine which apps to use?

Dawn: One of my main roles is to find applications that will support the learning in different areas of the curriculum. I continually research the internet and other app finding applications, then try the apps out before I decide whether to recommend them to colleagues. As many other teachers have started to research applications themselves, it is important that we make time to share the good and bad applications across the school.

Angela: How does your school evaluate if the apps are beneficial?

Dawn: From my experience so far, effective apps:

Are interactive and colorful
Enable teachers to set a level appropriate to the child's needs
May be used across the curriculum
Don't have pop-ups appearing constantly to distract our students.
Enable students to get the right answer, rather than presenting a "no" or just moving onto the next question
Speak words as well as display the words on the screen
Allow you to personalize them using pictures, labels and your own voice
Have breadth and depth that keep our students motivated

Be sure to read my next blog where we learn about Warringa Park School and their iPad success!

iPad & Speech Therapy

Angela Desideri — Wed, 05 Oct 2011 13:00:00 GMT

The iPad has become a significant part of daily therapy use for many SLPs. Recently, I had the opportunity to interview Jordan Sadler who owns Communication Therapy P.C., located in Chicago, Illinois. Jordan has agreed to answer questions regarding the use of the iPad in her private practice.

Angela: Please describe the setting and age of the population you are working with on the iPad.

Jordan: I own a private practice and we serve kids ages 3-12. We use the iPad with everyone.

Angela: Describe the benefits you have seen using the iPad.

Jordan: The iPad provides critical visual support to aid comprehension of language. It is also incredibly helpful as an augmentative communication device that aids kids in making transitions and processing emotions.

Further, I have clients who are using it as a dedicated AAC speech device very successfully. It is easy for kids to manipulate and so intuitive that they figure out how to navigate apps immediately.

Angela: Describe the challenges you have encountered using the iPad.

Jordan: I have had just one child who has had significant difficulties due to a severe motor disorder. It also has to be very well protected with a strong case to keep it from breaking if dropped. Also, when kids bring their own iPads and are familiar with favorite music or games on them, it takes some work to set limits around which apps can be opened and when.

Angela: What areas have you been using the iPad in therapy to address?

Jordan: We use it for language comprehension, early literacy, narrative development, linguistic concepts in math, voice output/AAC, sequencing, grammar, language concepts (e.g., prepositions), improving transitions, and improving expression of a wide range of emotions.

Angela: What criteria do you use for selecting apps for your students/patients?

Jordan: I look at their attention level, visual-motor skills, gross and fine motor skills, developmental level, and treatment goals.

Angela: What area(s) do you find that parents and teachers need the most training/support in when using the iPad?

Jordan: Parents and teachers need a tremendous amount of support.One of the most important considerations is simply how to choose from the enormous number of apps that are touted as being specifically for children with special needs.

It is difficult to figure out which apps are both of high quality and appropriate for one's child or student.The next challenge is taking the time required to set up each app; many of the apps I use for AAC incorporate photos taken with the iPad2 to customize them for a child; this takes time to learn and can become frustrating for parents and teachers.

I am reviewing apps specific to communication and AAC on my blog and contributing to the Spreadsheet of Apps for People with Autism that I posted on LinkedIn. I am also providing workshops for parents and clinicians in the Chicago area to highlight the wide range of apps out there for AAC and meeting with parents to individualize their iPads appropriately for their particular child. Everyone has gotten the message that this device can be beneficial to children with special needs, but then they purchase an iPad and ask, "Now what?" SLPs can play a significant role in answering this question.

Thank you Jordan for this information on your experience using the iPad!

Please add your experiences with the iPad in the comment section.

iPad : Should I Buy One?

Angela Desideri — Wed, 21 Sep 2011 12:09:00 GMT

I bought my iPad when they first came out over 2 years ago and have used it everyday since then with my students.

Should YOU buy an iPad?

The best way for me to answer this question is to explain the three major benefits I have found so far using the iPad with my students.

Access:

The majority of my students have learned how to access the iPad. Most have learned how to turn it on, swipe the screen, flick, scroll, and zoom while interacting with the selected apps.

Motivation:

I have witnessed a greater motivation to learn from my students. With a large selection of cost effective apps, we are able to work on many targeted areas including:

Expressive and receptive language
Social skills
Organization
Communication
Much, much more.

One of the largest motivating factors has been many students initiating preferred activities on the iPad.

Attention:

Some of my students have very short attention spans. Therefore, I find myself looking for activities that can help sustain their attention for longer periods of time. I have found many apps that can help achieve and expand my students' attention.

For me, the iPad has definitely been a game-changer. For those of you that already purchased an iPad, how has it benefitted you and your students?

AAC and Employment

Angela Desideri — Wed, 24 Aug 2011 11:38:00 GMT

Employment for AAC users is much more than just a job. For many, it's the building block which can lead to increased self confidence, independence, and inclusion. At best, however, only 15 percent of individuals who use AAC are able to secure and maintain employment. Therefore, I feel it's important to examine an employment success story and share the path taken by an inspirational individual who communicates using AAC.

Joe Steffy, with the support of his family, owns and operates Poppin Joe's Kettle Korn. Joe is non-verbal, has Down's Syndrome and Autism Spectrum Disorder (ASD) and has been using AAC to communicate for over 20 years.

So, how did Joe accomplish all of this? The answer to this question lies in studying the makeup of the support structure that enabled him to secure and maintain employment. Now let's look at the support structure and what led him to the path of finding his job:

Develop a plan around your child's strengths/interests. Joe's parents first discovered Joe's love for kettle corn while on a trip to Alaska. It was then that they realized the potential of making kettle corn as a possible career path for their son.
Reach out to experts, support programs and write your plan. The Steffys worked with a self-employment advocate that specialized in helping individuals with special needs. As the result of working closely with this support person, they discovered how to use such available resources as the Social Security Administration's Plan to Achieve Self -Support Program (PASS). They were then able to write a business plan which helped Joe obtain $25,000 in grants through PASS.
With goals and hard work, your dedication will be rewarded. According to Joe's father Ray Steffy, "Poppin Joe's Kettle Korn was officially launched in April of 2005 and Joe now has an excellent work ethic and has a feeling of accomplishment. The rewards have been priceless. We see deep satisfaction when he makes a local delivery and puts the payment in his pocket. When Joe walks back to the vehicle, he looks 3 inches taller than when he walked in.

It's success stories such as Joe Steffy's that show what is possible when sufficient support, encouragement, hard work, and resources are provided. And by the way, Joe's business made $50,000 in 2008 and is on track to make $100,000 by 2012.

AAC and Literacy

Angela Desideri — Wed, 10 Aug 2011 12:42:00 GMT

As SLPs, we can help support literacy development with our students who are AAC users. Here are a few tips that you can use in your everyday practice to help with this process:

Importance of Research Based Literacy Programs: Learning to read is a complex process and can be a frustrating one for individuals with Complex Communication Needs (CCN). Many of the programs require students to sound out letters and/or words without providing them with much needed adaptations.

As a result of this lack of exposure to such adaptations, many individuals are not included in the entire process. The good news is that literacy programs do exist for individuals with CCN.

One such program is available through Penn State University. Dr. Janice Light and Dr. David McNaughton developed and researched a complete literacy curriculum for individuals with CCN. They have a website with a wealth of information about their literacy instruction program that includes step by step instructions and videos.

Another alternative is you can purchase the entire program, Accessible Literacy Learning (ALL) Reading Program, by clicking on the link right here.
Access, Access, Access: Another important area is creating access to literacy by modifying and creating books. A great way to do this is by using PowerPoint. Here's a link to help you create Talking Books using Power Point. This is an easy and fun way to provide access.
Teaching AAC Use and Literacy Skills Simultaneously: Teaching core words is a good starting point. These are words that are used most frequently in reading, writing and speaking.

You can begin by choosing a "core word of the week." By focusing on the "core word of the week," you will provide your students with ample opportunity to practice (as you all know it can't be overemphasized how important practice is in determining a successful AAC outcome).

At the end of the year, you will be pleasantly surprised by how many core words your AAC users have learned!

Teaching literacy and AAC skills concurrently is a fun and exciting process. What activities you are doing to help support literacy development with your students who communicate using AAC?

AAC Competency Time!

Angela Desideri — Wed, 27 Jul 2011 13:00:00 GMT

In my last blog, I shared three important tips that every parent, educator and SLP should know regarding AAC. This blog will focus on implementation strategies to help with the AAC learning process. Individuals who communicate with AAC begin as novices, and when provided with the proper support, instruction, encouragement, and practice, they can progress to become advanced communicators.

Here are a few strategies to help with the teaching process:

1. Model, Model, Model

I recommend sitting next to the user and modeling anytime you are working on a skill and/or communication opportunity. I have found success using peer modeling. Last year, I had a student who enjoyed AAC technology and wanted to be a peer model. That same student then helped a peer with her AAC device in our speech therapy group and in the classroom. Both the peer and student had noted improvements in self esteem, self confidence, social interaction, learning, and communication skills. What a win-win combination!

2. Arrange the Environment to Support and Encourage Communication

"Sabotage" is an easy and fun way to increase communication opportunities in natural settings like the classroom or at home. Here's an example of how you can do this at school during snack.

Target Language Forms: Commenting, Negation, Recurrence, Protest, Requesting

Missing Item: Student needs a cup for juice, but he/she wasn't given one. Requesting: "Need cup"; "help."
Provide Incorrect Item: The student asks for a cup and you provide a bowl. Commenting: "Uh-oh." Protest: "No." Requesting: "Need cup." Negation: "Not bowl."
Incomplete Step/Item: Provide cookies in a bag, but the bag isn't opened, or just give them a few cookies. Requesting: "Help." Recurrence: "More cookies."

3. AAC Competency Takes a Team Approach

From the beginning, allow time for trainings, collaboration and support (remember there is no "I" in "AAC Team"). It's important to gather your team and meet frequently to develop goals, problem solve, and make sure everyone is headed in the same direction. It's helpful to assign responsibilities to each team member based on their strengths and interests. This will also help to ensure that everyone has an equal interest in assisting the communicator achieve communication success!

Resource

1. Goossens, C., Crain, S., Elder, P. (1992). Engineering the Classroom Environment for Interactive Symbolic Communication: An emphasis on the developmental period, 18 months to five years. Southeast Augmentative Communication Conference Publications: Birmingham, AL.

AAC: Three Things Every Parent, SLP and Educator Needs to Know

Angela Desideri — Wed, 13 Jul 2011 14:00:00 GMT

This month I have been doing a lot of traveling and presenting on AAC and AT. During the process of preparing for these presentations, I was reminded of these important areas related to AAC. Here are three important things that every parent, SLP and educator that lives and works with individuals who have complex communication needs (CCN) should know.

1. AAC Competency Takes Time

The average 18-month-old child has been exposed to 4,380 hours of oral language development (at a rate of 8 hours a day from birth). A child who communicates using a communication system and receives speech and language therapy two times per week for 20-30 minutes a session will reach that same rate of language exposure in 84 years. (Korsten, Jane. From "Considering AAC - Speech and Language, Common Myths & Resources," on: http://bit.ly/nmpKhV).

My Thoughts: It's imperative that families, therapists and educators realize that AAC use takes time. This realization minimizes the setting of unrealistic expectations. With the proper instruction, practice, support, and encouragement individuals with CCN can progress from novel AAC users to advanced users.

2. AAC and Literacy

"Approximately 70 percent of individuals with severe communication impairments are significantly behind their peers in learning literacy." (Koopenhaver & Yoder, 1992). Literacy skills are more important than ever considering the connection to employment, socialization, leisure activities, and much more.

My Thoughts: The good news is that research has led to the development of evidence-based literacy programs for individuals with CCN. Given the proper instruction, individuals with CCN can and do learn literacy.

3. AAC and Employment

Only a small percentage of individuals who use AAC are employed (15 percent at the most). It's a well- documented fact that individuals with CCN have difficulty securing and maintaining employment due to many factors, including lack of literacy skills, little or no work preparation, skill limitations, and barriers such as attitudes, transportation, policies, and other factors.

My Thoughts: Since this impacts many, it's important to examine the success stories of individuals with CCN as their experiences may help others maintain and secure employment. I look forward to sharing some of them with you, as they are truly inspiring!

Be sure to read my upcoming blogs where I will be discussing creative solutions to each of these three things.

"Books Are So Last Year"

Angela Desideri — Wed, 29 Jun 2011 12:00:00 GMT

A few weeks ago, I was cleaning out my therapy room for summer break when I accidentally dropped my books. One of my students helped me pick them up and when he was finished he said, "Books are so last year."

My first thought was "wow," his language skills have really improved. My second thought brought me back to a place years ago when I would say something similar to my parents and realized those roles have now changed. I suddenly realized that I'm getting older and my "cool factor" is not what it once was.

When I asked him what he meant, he opened a book on his iPod touch®.

This got me thinking about the evolution of technology these last few years and how it has helped me to improve my speech and language therapy sessions. With a few simple clicks, I now have cost-effective accessibility to hundreds of educational books and applications, including those that address the following areas:

AAC
Literacy
Social skills
Behavioral reinforcers and much more

I'm always looking for new therapy tools to add to my toolbox. I have really enjoyed using the iPad® in therapy for over two years now. One interactive book that my younger students have enjoyed on my iPad is the Three Little Pigs by Nosy Crow. My students enjoy touching the characters and interacting with them as they listen to the story. During therapy I use it for working on story recall and "wh" question goals with my students.

An additional benefit of iPad use is it's a lot lighter to carry than books, and much more convenient!!!

Pursuing Success in College: An Interview with Jeremy Sicile-Kira

Angela Desideri — Wed, 15 Jun 2011 13:00:00 GMT

In my last blog, I highlighted the inspirational story of Jeremy Sicile-Kira and shared his graduation speech. Recently, I had the opportunity to interview Jeremy and learn about his transition from high school to college life, challenges he has encountered along the way, and his goals for the future.

I am excited to share the interview and responses from Jeremy!

Please tell our readers about yourself.

I graduated from high school in June 2010 and gave one of the commencement speeches (you can see and hear it here). When I was little my mom was told to put me in an institution. Now I am a college student and write for the college newspaper. I am co-authoring a book, A Full Life with Autism, to be published by Macmillan in 2012.

What are you studying in college?

I am studying communication at college because I want to earn a living by writing.

What advice do you have for other students who communicate using assistive technology and/or with autism?

My advice to others with autism is to never give up. Realize that all people have challenges. Remember to try your best. Try to stay calm and remember that your parents love you.

What are the challenges you have encountered, if any, after graduation?

After high school, I frankly had challenges with test taking of multiple choice tests. In high school the tests are not as hard as in college. I had not learned test-taking strategies in high school. On my first multiple choice exam in college, I got a very low score then I practiced test taking strategies such as process of elimination. I got better at taking those kinds of tests and earned an 88% on the final.

After high school it was hard because I did not see the same friends I had for years. I had to learn to self advocate as my mom was no longer allowed to speak up for me as she was in high school.

How has new technology such as the iPad® helped?

The iPad allows me to read, write, and speak (through voice output apps) all on one piece of equipment. I can research the Internet, check and answer email, and participate in small group projects in class at college. It is an interface between the world and I.

Do you have any fun plans for the summer?

This summer I'm going on a road trip to pick up my sister from UC Davis where she is going to college. After that I am working on my manuscript due to the publishers on August 1st.

Thank you Jeremy for taking the time to answer my questions. I can't wait to read your book, A Full Life with Autism, when it's published!

More about Jeremy

"Inspiring...touching... articulate......sensitive..." These are the words many now use to describe Jeremy Sicile-Kira, who was born in 1989 and diagnosed severely autistic as well as mentally retarded. His mother was told to find a good institution for him. Many years later, Jeremy passed the California High School Exit Exam on his first try, and graduated from high school in June 2010 with a full academic diploma. He is now in a good institution - it's called "college." Jeremy has experienced home schooling, special education, general education and many different types of therapies in California, France and the UK, and has clear opinions about what has been helpful - and what has not. Passionate about creating more understanding about people who are differently-abled, Jeremy writes articles, gives presentations and is working on his first book. He provides insight to educators and parents on how to help others who are unable to communicate, and he encourages and inspires people facing challenges to be confident in their abilities, and to never give up. Jeremy's articles have been published in The Autism File and the Autism-Asperger Digest. Jeremy had his own column in the Torrey Pines High School newspaper, The Falconer, entitled "Life As I See It."

Jeremy, now 21, was highlighted on MTV's documentary series True Life, in the episode, "I Have Autism," which was the recipient of a 2007 Voice Award. Jeremy's attempts to communicate using assistive technology in order to make friends was considered the second-most inspirational moment out of nearly 300 True Life Episodes in 2009. (You can watch it here.) Jeremy has been the topic of various articles in national media, including the Newsweek cover story "Growing up with Autism." In 2006, Jeremy was honored with a Local Autism Hero Award from Cure Autism Now (CAN).

More about Jeremy's mom, Chantal

Chantal Sicile-Kira is an award-winning author, speaker, and leader in the field of autism, with over 20 years of experience as a parent and a professional. She is known for her practical and inspirational advice on raising children and teens with autism, and has appeared on PBS, NPR, and Fox. Chantal's family was also highlighted in the Newsweek cover story "Growing Up with Autism," and featured in the MTV documentary True Life series.

She is the founder of AutismCollege.com, which provides useful information online. Her first experience with autism was at Fairview State Hospital, teaching self-help and community living skills to severely developmentally disabled and autistic adolescents in preparation for their de-institutionalization, and then at Orange County Regional Center for the Developmentally Disabled. Her son Jeremy, severely impacted with autism, graduated from high school with a full academic diploma in June 2010 and is attending community college.

Chantal's books include Autism Spectrum Disorders, Adolescents on the Autism Spectrum, Autism Life Skills, and 41 Things to Know About Autism. Chantal and Jeremy are co-authoring the book A Full Life with Autism, to be published by MacMillan in March 2012.

She was appointed by the California Senate Select Committee on Autism & Related Disorders to serve as Co-Chair, South Counties Autism Regional Taskforce, and on the Transitional Services & Supports Taskforce of The California Legislative Blue Ribbon Commission on Autism.

It's Graduation Time!

Angela Desideri — Wed, 01 Jun 2011 13:00:00 GMT

June is an exciting time for many SLPs that work in school settings. It provides an opportunity to reflect back on the benefits that our hard work has had on improving student performance, and it gives us the opportunity to watch many of our students graduate and move on to middle school, high school, college, or vocational programs.

I spend much of this time reflecting about past and present students. I often wonder how they are progressing and hoping the lessons and skills they learned are helping them to pursue and achieve their goals. I've been fortunate to keep in touch with many of my former students and their parents, who continue to advocate for them. Many of my students use AAC and have encountered and overcame unique learning and communication challenges.

Jeremy Sicile-Kira's experience in preparing and delivering his graduation commencement speech provides an excellent example of how he has become an inspiration to thousands nationally. Jeremy has autism, communicates by typing, and graduated last year from Torrey Pines High School in San Diego, CA.

Watch video of Jeremy's graduation ceremony and listen to his speech here: http://www.youtube.com/watch?v=O8cEtand01w

Jeremy's story was made possible by his hard work, the support and encouragement of his teachers, family and mom, Chantal Sicile-Kira. Chantal is an award-winning author, speaker, and autism advocate. To learn about Chantal, go to http://www.chantalsicile-kira.com

Be sure to read my next blog, which will be a follow-up interview with Jeremy to see how he is not only pursuing, but achieving his dreams.

For my readers, please share inspirational stories of other graduates in our comment section or by posting them on the ADVANCE Facebook Page under the entry for this post.

Assistive Technology: Resources, Lessons and Pizza!

Angela Desideri — Wed, 18 May 2011 13:00:00 GMT

As a speech-language pathologist, it's important to continue to expand educational lessons that our students find motivating. Last month, in honor of Autism Awareness Month, Mighty Book Jr began offering a free membership to all Autism Speaks members until December 31. I have been using this site to create many lessons centered around the various book themes. One of the themes my students have really enjoyed is my "Pizza" theme lesson. I do this along with the "The Pizza Book" (located in the Special Education Books section).

We cover the following concepts:

Vocabulary Identification
Answering "wh" questions
Descriptive Language
Social Language Skills

*For my students who are AAC users, these items and phrases are all programmed into their devices and/or provided in their PECS books.

Week 1: Introduction and Story I begin the lesson by introducing and reviewing all of the vocabulary related to the topic. Next, I show the story and focus on answering "wh" questions and retelling the simple events in the story.

Week 2: Pizza and Toppings I bring in various ingredients used to make pizza, including pizza sauce, toppings, different types of cheese, pepperoni, mushrooms, and different colored peppers. We work on describing the items according to category, color, function, size, and number, and then compare and contrast them.

After we describe the items, we have a taste test where the students get to work on concepts such as stating preferences (" I like," "I don't like"); requesting (using "more," "I want" and "I need"); commenting ("I see"); and stating possession ("I have").

Week 3: Create your own Pizza I have my students break into groups and rotate through the different pizza stations.

Station 1: They make their own pretend pizza (using a Melissa and Doug® pizza play set).
Station 2: They play a pizza game (Pizza Pile Up game)
Station 3: They make a virtual pizza on an iPod® using a pizza maker application (either Pizza Maker Free or Pizza Maker app). When they are finished in each rotation we stop and share. They have to tell the rest of the class what they were just doing or show them what they just made.

Week 4: Pizza Party This is the fun part - we make our own pizzas! You can modify it and make pizza bagels or you can get a pizza delivered and have a class pizza party! The possibilities are endless.

This is a great way to work on a variety of language concepts and skills while in a classroom or a small group setting. What a fun and creative way to get your students talking about pizza!