Reflections on class materials from 11/16/08.

A lot of useful tools were introduced in class. One I found particularly interesting was the Audacity software. A download that provides an opportunity for voice matching is a wonderful tool. Speaking in halted sentences and typically a monotone voice can have social repercussions. Information I learned from class was that people tend to be drawn to others that match their flow of speech. Children and adults on the Autism Spectrum have trouble with this, making it difficult for them to form relationships with others. I know that having a conversation with someone who is monotone results in my attention wandering. I'll listen in the beginning, but that person has lost my attention very quickly. Since children and adults on the autism spectrum have difficulty interpreting facial expressions, my speaking partner probably doesn't realize that I've lost interest and they need to bring me back in.

I believe that the most useful part of the Audacity software is the opportunity for errorless modeling. Giving a person the chance to hear themselves performing perfectly is invaluable. Many of the children I work with are echolalic, so listening to themselves will prove to be a great tool. I find that these children will echo my speech perfectly, including rate, flow, and pitch. If I can provide a model with the expected qualities, have the child echo it, and record them speaking with the ideal speech, I can start a new pattern for them.

Another interesting thing introduced in class was the idea of peer mentoring. I initially thought that this idea would be geared for a much older audience. However, I thought about this on the drive home and realized that although the children I work with are younger, I don't think it would be a bad thing to introduce this on a more basic level. Encouraging “buddies” who the children are comfortable with to go for a walk or play at recess. There are many classmates who are more than willing to spend time with my students if they knew that's what they wanted. By intervening at that first step (which can be very overwhelming for these little ones!), they can work on establishing a relationship.Providing a social situation with support is a great way to get them involved with other people. A group of supportive friends are introduced without the difficulty of gaining those friends. While effort is needed on the side of the child/adult, some of the pressure is alleviated through this mentor relationship.