Communication

The following article appears on the ASF website.

Consider utilizing a total communication approach. This means using whatever type of communication the child can use appropriately for a given situation. For example, an individual may use a combination of spoken words and/or word approximations that are understandable; sign language or gesturing to explain needs and wants; utilizing an appropriate augmentive communication device at school and in the community to request specifics; and utilizing picture cards if an augmentive communication device is not handy. For safety concerns, teach your child a way to signal an immediate danger (scream, whistle).  

Verbal - There are many different exercises you can do to enhance your child’s awareness of sound production and increase (or decrease) the sensitivity of the mouth, lips, tongue, teeth and throat. Utilizing blowing techniques can help to improve the ability to make certain sounds.  One protocol for oral motor training is the Beckman Method. Consult with your speech and language therapist for a formal assessment as to the specific and proper techniques to use with your child.

Gesture/Signing - Some children with Angelman Syndrome can do simple sign language. Many AS individuals use simplified or modified signs. A good web site for exploring this option is http://www.simplifiedsigns.org.  A sign language class is always a good resource for the parent. You can also buy CDs for your computer that teach sign language. A sign language dictionary is also a good resource. Start with simple signs such as please, eat, and more. Pantomime and gestures from songs are also easy to teach.

PECS Picture Exchange Communication System - PECS begins with teaching a student to exchange a picture of a desired item with a “teacher”, who immediately honors the request. Verbal prompts are not used, thus building immediate initiation and avoiding prompt dependency. The system goes on to teach discrimination of symbols and then puts them all together in simple sentences.  In the most advanced phases, individuals are taught to comment and answer direct questions. Many people use Boardmaker® by Mayer Johnson to produce their own picture symbols. To first determine if your child can utilize this communication system, take pictures of your own and laminate them. Usually copy centers will laminate them, or it can be done at home with clear contact paper. Do not let the picture card be played with like a toy. When introducing the pictures only have them in sight when you are teaching with them.

There are six phases to the PECS system:

Phase I – Teaches students to initiate communication right from the start by exchanging a single picture for a highly desired item.

Phase II – Teaches students to be persistent communicators- to actively seek out their pictures and to travel to someone to make a request.

Phase III – Teaches students to discriminate pictures and to select the picture that represents the item they want.

Phase IV – Teaches students to use sentence structure to make a request in the form of “I want _____.”

Phase V – Teaches students to respond to the question “What do you want?”

Phase VI – Teaches students to comment about things in their environment both spontaneously and in response to a question.

Expanding Vocabulary – Teaches students to use attributes such as colors, shapes and sizes within their requests.

AAC Assistive/Augmentive  Communication - This is where a communication device speaks for your child. Many kids and adults with Angelman Syndrome can learn to use a device appropriately. This takes a lot of patience and work but the end results are worth it.  Some good sites are www.enablingdevices.com and www.attainmentcompany.com. You can also ask your school for an evaluation (put this in writing) or contact a large university or hospital for one.