Speech and Language Therapy Club Held an Online Seminar on "Relationship and Timing of Interaction in Autism Spectrum Disorder"

Exp. Speech and Language Therapist Egemen NAKISCI was invited to speak to the online seminar. Before starting the speech of the speaker, Betul OZSOY TANRIKULU, lecturer of the Department of Speech and Language Therapy, started the online seminar by briefly talking about Nakisci's resume. The event continued with useful information given by Egemen Nakisci about autism spectrum disorder.
 
Exp. Speech and Language Therapist Egemen NAKISCI conveyed the following information to the participants:

"What do parents want? Parents bring their children to therapy. Because they want their children to talk. The real question is: Do we want children to talk or communicate? As speech and language therapists, we do not only want children to be able to produce sounds and sound phrases, to arrange the sounds that will form words together in different shapes and lengths, and to encode for that language. What is our goal in autism spectrum disorder? Of course communication. In order to communicate, sharing of information, two-way shopping, the intention of understanding the intention of the other person, the desire to convey a message to the other person, the desire to continue the interaction by ensuring harmony and harmony with the other person is required. Communication takes place by looking, smiling, giggling, making sounds and using your body. In order to communicate with a child who comes to therapy, there must be a relationship and interaction. The first way to develop a relationship with the child is to read the child's signals. First of all, we take the child into evaluation. If the sensory system of the child is overloaded and the child is not regulated; The child may not look at you, may not respond to your communication initiative, may focus on the object, exhibit repetitive behaviors, or resist your attempt to interact. In this case, it should not be interacted with the child. First of all, it should be ensured that the child experiences the sensory stimulus he needs. Relationship development strategies with the child should be developed. You have to get the child to tolerate to you. Then it is necessary to interpret the child's actions and to provide materials and assistance to the child. The child has no repetitive activity, looks at me, communicates with voices or non-verbal expressions, responds to my communication initiative, and is interested in what I am doing. In this case, is the child ready for interaction? Yes. The first thing to do when it comes to interacting is to imitate the child. We are slowly starting to warm up the interaction now. When I imitate the child every 3 times, I make 1 choice. Another is the basic instruction tracking. "Come on, like take the car and put it back." The aim is to make sure that the child follows the ideas gradually. We get non-verbal responses for every 3 basic instruction follow-ups. In this way, we communicate through interaction. While focusing on communication, I definitely need to make sure that I support interaction and relationship. Because if there is no relationship and two-way interaction, the possibility of information sharing to come is much more difficult. Actually, communication is part of the interaction. Why DIR Floortime? Because it is developmental, supports relationship, interaction and communication, works with the "whole" child, supports communication naturally. With regulation, attachment, bidirectional communication and social problem solving, the DIR model supports relationship and interaction."
 
Exp. Speech and Language Therapist Egemen NAKISCI ended his speech after answering the questions of the students who attended the seminar. Speech and Language Therapy Department Lecturer Betul OZSOY TANRIKULU thanked the Exp. Speech and Language Therapist Egemen NAKISCI for her participation.