For individuals with autism, speech may be the link between them and a world they are trying to reach.
For students with autism attending the Anne Carlsen Center, they will work with Rachel Coppin, a Speech-Language Pathologist (SLP).
Coppin came to the Center’s Jamestown campus nearly 25 years ago, arriving just out of college in 1985. At that time the field of autism-related disorders was not yet part of the Center’s expertise.
At that time the Center had students who were quadriplegics, and there were people in wheelchairs and people using head pointers,” said Coppin. “Students with autism and medical fragility came later.”
A Rewarding Journey
A year after Coppin joined the Center, ACC expanded its services to include individuals on the autism spectrum.
"The longer I’ve worked at the Center, the more involved the students have become,” said Coppin. “The first student with autism who enrolled at the Center was on my caseload. Most of my caseload now is students with autism.”
As she worked with more students with autism, Coppin began to learn more about the disorder and helped these students find ways to connect with the world around them.
"It is very rewarding – every little bit is very exciting,” said Coppin. “Each time you meet someone with autism, they are such neat people. They just have some problems that need to be solved.”
"A lot of the kids who are at the Anne Carlsen Center are without a voice, and speech therapy helps them find that voice,” said ACC Director of Rehab Services Connie Lillejord. “They need to be given a voice, and I think speech therapy is an integral part of the students we serve.”
Each student that Coppin works with receives not only her experience, but that of each SLP at the Center, and the expertise of an entire organization.
"In terms of our speech therapists, one thing they do as a group is utilize each other – asking questions and taking information from each other,” said Lillejord.
With a creative inspiration, Coppin is able to dissect a student’s diagnosis and help people.
"Over the years Rachel has developed and found her niche in working with kids with autism,” said Lillejord. “That is her forte, and she enjoys it. She is creative in developing specific games for the kids.”
The tricky part about working with an individual with autism, says Coppin, is that each individual is different. And while this can make a diagnosis challenging, each student also holds a variety of surprises in store.
"The students have behaviors and tendencies – individual qualities,” said Coppin. “It is impossible to just lump them into a group. There are multiple causes for autism, and we are finding out more and more, but it is still a big mystery.”
As they find their “voice” to communicate and learn social graces, these students begin to find their way past what was, at one time, an impossible roadblock.
"Initially, you have this person, and they may not be able to speak,” said Coppin. “They may have a tantrum, and that is how they say “no”.
As milestones are reached, a student’s true personality begins to shine through.
"It is why autism is indicated by puzzle pieces,” said Coppin. “We are trying to help put together the pieces in a better way.”
Using a Variety of Voices
On Thursdays, Coppin has a weekly therapy session with Michael, a student enrolled at the Anne Carlsen Center who is on the autism spectrum.
Through the use of visual supports – pictures arranged along a strip of Velcro to form sentences – Michael is able to communicate with Coppin. She holds a board in front of the teenager that has several different pictures of animals on it. Michael points to one of the pictures, letting Coppin know which animal-shaped puzzle piece he wants next.
Along with visual supports, Michael speaks through sign language, signing when he is finished with a project or when he is thirsty during the therapy session. This total communication system utilizes pieces from a variety of communication approaches, making sure that a student like Michael will be able to communicate in a variety of situations, with whatever he has at hand.
"We use facial expressions, body language, sign language and pictures on visual supports,” said Coppin. “All of these approaches help students to communicate at a higher level.”
Through expert and nurturing care, students are provided with tools that help them interact and enjoy the world around them. Students and clients are able to express themselves, shedding the solitude that often comes with a disorder on the autism spectrum.
