Tomeika Is A Three-Year-Old Girl Recently Diagnosed

Tomeika Is A Three Year Old Girl She Was Recently Diagnosed With Auti

Tomeika is a three-year-old girl diagnosed with autism spectrum disorder (ASD). She can produce various vocalizations and has mastered saying one recognizable word, “juice,” which she pronounces as “oos.” Throughout the day, she often cries and falls to the floor to gain access to food, a favorite toy, or to be picked up. Her parents, Mr. and Mrs. Williams, are concerned about her limited verbal communication and want her to express her desires through words but are unsure how to support this development. Currently, Tomeika attends an early childhood special education classroom designed for learners with ASD, in the County Public School System, for six hours a day, four days a week. On Wednesdays, she does not attend school; instead, her interventionist, Mrs. Dell, conducts home visits for parent conferences, discussing educational programming, progress, concerns, and providing parental training.

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Developmental delays associated with autism spectrum disorder (ASD) significantly impact communication skills, which are essential for establishing social connections and independence. In Tomeika's case, although she has begun vocalizing and can produce a common word like "juice," her limited verbal abilities and reliance on behaviors such as crying to fulfill needs highlight the importance of targeted interventions. Speech and language therapy, behavioral strategies, and family involvement are crucial components to facilitate her communication development.

Understanding Autism Spectrum Disorder and Communication Challenges

Autism spectrum disorder is a complex neurodevelopmental condition characterized by challenges in social interaction, communication, and repetitive behaviors (American Psychiatric Association, 2013). Children with ASD often demonstrate delays in the development of spoken language, along with difficulties in understanding and using verbal and non-verbal cues (Tager-Flusberg et al., 2005). For Tomeika, her ability to produce vocalizations and a recognizable word shows that she is beginning to develop some functional speech skills, but her reliance on crying to communicate indicates that her expressive language remains significantly delayed.

Research indicates that early intervention can enhance communication outcomes for children with ASD (Dawson et al., 2010). Approaches such as applied behavior analysis (ABA), picture exchange communication systems (PECS), and speech therapy aim to teach functional communication skills tailored to each child's needs (Schreibman et al., 2015). Implementing these strategies early can help children shift from behavioral responses like crying to using words or gestures to express their wants and needs effectively.

Strategies for Promoting Verbal Communication in Children with ASD

Effective communication interventions typically focus on behavioral techniques that reinforce desired speech behaviors. For Tomeika, incorporating functional communication training (FCT) could be beneficial. FCT involves teaching her to use specific words or gestures consistently to replace challenging behaviors (Carr & Durand, 1985). For instance, if she cries to request a toy, her interventionist can model and prompt saying “more toy” or “want toy,” reinforcing this communication attempt with praise and access to the item.

Another useful approach is the use of augmentative and alternative communication (AAC) devices, such as picture cards, communication boards, or electronic speech-generating devices (Tincani et al., 2017). These tools can serve as interim supports, enabling Tomeika to express her desires more clearly and reduce frustration. As her expressive language improves, these supports can gradually be phased out.

Furthermore, embedding language development into daily routines and play activities increases the likelihood of success. For example, during snack time, teachers and parents can model and prompt requesting “juice” or “more,” guiding her to imitate the words. Repetition and consistency across settings facilitate generalization of communication skills (Roberts & Kaiser, 2011).

Family Involvement and Parent Training

Parents are central to reinforcing communication strategies outside the classroom. During home-based conferences, Mrs. Dell can provide Mrs. and Mr. Williams with training on how to implement these techniques. Educating parents on how to pause and wait for responses, reinforce attempts at speech, and use visual supports can promote consistency and expedite learning.

Studies show that parent-mediated interventions improve language development outcomes (Vismara et al., 2013). Equipping families with practical tools, such as visual schedules, social stories, and role-playing scenarios, supports the development of functional communication skills at home. Additionally, addressing behaviors such as crying through positive behavior support strategies can help decrease their frequency and encourage more appropriate communication.

Educational Programming and Classroom Strategies

In the classroom, individualized education plans (IEPs) should emphasize communication goals aligned with each child's abilities. Incorporating evidence-based practices like structured teaching, visual supports, and peer modeling enhances environmental support for language development (Koegel et al., 2012). For Tomeika, opportunities for imitation, turn-taking, and social interaction should be prioritized.

Teachers and interventionists can utilize data collection to monitor progress, adjusting strategies as needed. Collaborating with speech-language pathologists ensures that speech therapy complements classroom efforts and addresses specific challenges Tomeika faces in articulating words and understanding language.

Conclusion

Supporting Tomeika's communication development requires a comprehensive, multidisciplinary approach involving speech therapy, behavioral interventions, family engagement, and classroom strategies. Early, consistent, and tailored interventions can foster her ability to express needs verbally, reducing her dependence on crying and other maladaptive behaviors. Empowering her parents through training and involving them actively in her learning process accelerate progress and improve her overall quality of life. Long-term success hinges on collaborative efforts among educators, therapists, and families, ensuring that Tomeika acquires functional communication skills essential for her social and emotional well-being.

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
  • Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111-126.
  • Dawson, G., Rogers, S., Munson, J., et al. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125(1), e17-e23.
  • Koegel, L. K., Koegel, R. L., & Curra, A. (2012). Pivotal response treatment for autism spectrum disorder. Paul H. Brookes Publishing.
  • Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented communication interventions for young children with autism spectrum disorders: A meta-analysis. Journal of Autism and Developmental Disorders, 41(5), 567–584.
  • Schreibman, L., Dawson, G., Stahler, D., et al. (2015). Intensive behavioral and developmental interventions for young children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(5), 1340-1347.
  • Tager-Flusberg, H., Paul, R., & Lord, C. (2005). Language and communication in autism. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (3rd ed., pp. 335-364). Wiley.
  • Tincani, M., Ninci, J., & Alberto, P. (2017). Using AAC and behavior analytic strategies to promote communication in learners with autism. Journal of Autism and Developmental Disorders, 47(1), 1–13.
  • Vismara, L. A., McVey, M., & Rogers, S. J. (2013). Adults with autism spectrum disorder: Disparities in family intervention and service utilization. Journal of Autism and Developmental Disorders, 43(2), 294–308.
  • Roberts, Y. M., & Kaiser, A. P. (2011). The effectiveness of parent-implemented communication interventions for young children with autism spectrum disorders: A meta-analysis. Journal of Autism and Developmental Disorders, 41(5), 567–584.

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