Summer Institute

Using Communication and Literacy to Support Self-Determination in Learners with Autism Across the Lifespan

Training Description

What do we wish for our students as adults? One quality that is strongly associated with school success and post-secondary outcomes is self-determination (Guay, 2022; Shogren et al., 2012; Tomaszewski, 2020). This means adults who can 1) make their own life decisions; 2) choose and set their own goals; 3) communicate their needs and wants to others; and 4) work to reach their goals.

It should come as no surprise to most educators that these abilities don't develop starting at the transition age of 14. The autistic population has particular difficulties acquiring the social communication and literacy skills that support the underpinnings of self-determination. For this reason, the autistic population should have this developing framework intertwined with their communication and literacy instruction. Without consistent application of the components of intrinsic motivation, separate pockets of knowledge are filled and zipped up to use only when the right buttons are pushed or the right context is presented. In other words, no pathway is formed to apply their learned knowledge.

Excitingly, these changes can be accomplished by adapting our classroom routines and literacy activities to provide opportunities for choice and independent problem-solving. This presentation uses the work of Ryan and Deci to investigate how to support motivation and the ability to take intent into function (Executive Function) throughout the school-age years. The components of intrinsic motivation and bow to support its development will be examined. Each of the three developmental components (i.e., autonomy, competency, and relatedness) will be examined within frequent classroom communication and literacy learning routines. Topics include self-awareness, self-regulation, choice, critical thinking and decision-making, relatedness, and synchronicity. Using this intrinsic motivation filter, communication and literacy applications in our classrooms and communities can continue to support self-determination development throughout the students' lifetime and thus leading to better academic and post-secondary success!

Training Objectives

1. Identify the impact of self-determination on adult independence and success.
2. Identify the components of intrinsic motivation as defined by Deci and Ryan (2020).
3. Create communication and Literacy frameworks for their classroom that support intrinsic motivation across the life-span.

Target Audience

Educators, Administrators, SLPs, OTs, PTs, & Family Members

About the Presenter

Dr. Sylvia Diehl is retired from the University of South Florida (USF) Department of Communication Sciences in Tampa, Florida where she taught Augmentative and Alternative Communication, Pediatric Language, Research, and Autistic Disorders and was the Director of Language and Phonology Services. She currently teaches Autism and Social Communication at the University of St. Augustine for Behavioral Sciences. She has a long history of clinical experience, including public school settings, university settings, and clinical settings. She consults for school systems and conducts workshops locally, nationally, and internationally. She has authored numerous journal articles and book chapters along with numerous continuous education courses for Med bridge Education and the American Speech Language and Hearing Association.