Behind the screen: The surprising union of 'speechies' and 'tech-heads'
Tracks
6
Autism (ASD)
Collaboration
Disability
Executive functioning
Mentoring
Pragmatic language
Wellbeing
| Friday, June 13, 2025 |
| 3:10 PM - 3:20 PM |
Overview
Antonia Isaacson
Details
⏫ In-practice
⏲️ 3.10pm - 3.30pm
⌛ 20-minutes
📚 Assumed knowledge of attendees: Intermediate (Some previous learning/working knowledge of topic e.g. treated a few cases)
⏲️ 3.10pm - 3.30pm
⌛ 20-minutes
📚 Assumed knowledge of attendees: Intermediate (Some previous learning/working knowledge of topic e.g. treated a few cases)
Presenter
Miss Antonia Isaacson
Mozaiko Momenta
Behind the screen: The surprising union of 'speechies' and 'tech-heads'
3:10 PM - 3:30 PMPresentation summary
This presentation spotlights the use of Autism Sprectrum Disorder (ASD)-affirming online mentoring programs in supporting the pragmatic skills of adolescents and adults, utilising both technical and digital skills development. Such mentoring programs leverage mentors’ lived experience of neurodivergence, while developing the cyber-safety practices needed for effective online engagement. This presentation introduces the benefits of specialist Speech and Language Pathologists working collaboratively with such providers to augment the approach; this is done through the contribution of clinical knowledge in areas such as Theory of Mind, executive functioning, linguistic development and functional capacity.
The objective of this comparative case study is to summarise the experiences and ongoing progress of a range of adolescents and young adults (aged 12 to 19) accessing this approach, measured through 7 point Likert scale questionnaires administered at 3 month intervals. Perspectives from parents, mentors, Speech Pathologists and, most importantly, the participants thrmselves will be collated and analysed to determine the relative improvement in specific areas of functioning. Results are anticipated to be positive and will serve to further develop the collaboration between professional mentors with lived neurodivergent experience and participants' clinical and support teams (primarily, but not exclusively, Speech Pathologists.).
There will be an opportunity for attendees to describe the types of related tools useful in therapeutic work with this population more broadly; these can then be used as inspiration for participants using this approach, which has real-world application of created content as an important outcome.
This presentation serves as an opportunity to demonstrate early findings on the numerous advantages of this emerging approach to pragmatic support. The findings indicate the need for further research to thoroughly explore the positive effects on communication, employability, social competency and personal wellbeing derived from participation in this approach, as there is little research in the area.
The objective of this comparative case study is to summarise the experiences and ongoing progress of a range of adolescents and young adults (aged 12 to 19) accessing this approach, measured through 7 point Likert scale questionnaires administered at 3 month intervals. Perspectives from parents, mentors, Speech Pathologists and, most importantly, the participants thrmselves will be collated and analysed to determine the relative improvement in specific areas of functioning. Results are anticipated to be positive and will serve to further develop the collaboration between professional mentors with lived neurodivergent experience and participants' clinical and support teams (primarily, but not exclusively, Speech Pathologists.).
There will be an opportunity for attendees to describe the types of related tools useful in therapeutic work with this population more broadly; these can then be used as inspiration for participants using this approach, which has real-world application of created content as an important outcome.
This presentation serves as an opportunity to demonstrate early findings on the numerous advantages of this emerging approach to pragmatic support. The findings indicate the need for further research to thoroughly explore the positive effects on communication, employability, social competency and personal wellbeing derived from participation in this approach, as there is little research in the area.
Refrences
Lee, E. A. L., Milbourn, B., Afsharnejad, B., Chitty, E., Jannings, A.-M., Kealy, R., McWhirter, T., & Girdler, S. (2024). ‘We are all bringing, like a unique sort of perspective’: The core elements of a strengths-based digital arts mentoring program for autistic adolescents from the perspective of their mentors. Australian Occupational Therapy Journal, 1–17. https://doi.org/10.1111/1440-1630.12980
Lindsay, S., Kolne, K., Cagliostro, E. (2018) Electronic mentoring programs and interventions for children and youth with disabilities: systematic review. Journal of Medical Internet Research, 1(2). https://pediatrics.jmir.org/2018/2/e11679
Lindsay, S., Kolne, K., Cagliostro, E. (2018) Electronic mentoring programs and interventions for children and youth with disabilities: systematic review. Journal of Medical Internet Research, 1(2). https://pediatrics.jmir.org/2018/2/e11679
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Toni Isaacson has 30 years' experience working as a clinician, advocate, trainer and consultant, currently based in Canberra and working along the eastern seaboard. She has extensive experience with the deaf and hard-of-hearing community, working in both English and Auslan. Additionally, she works with children and teens on the autistic spectrum and has participated in diagnostic panels for ASD since early in her career in Victoria.
After over 20 years as a clinician and manager in not-for-profit early intervention centres and specialist services, Toni has been sought after by families who are keen to embrace a bilingual-bi-cultural approach to raising their deaf/hard-of-hearing child, and by families of autistic children who have limited access to services. Over the past 11 years, Toni has also learnt to speak fluent NDIS-ese, as Canberra was a trial site for the Scheme. She is currently adding co-regulation to her areas of focus.
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
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Important Notice, please read: The views expressed in this presentation and reproduced in these materials are not necessarily the views of, or endorsed by, The Speech Pathology Association of Australia Limited ("the Association"). The Association makes no warranty or representation in relation to the content, currency or accuracy of any of the materials comprised in this presentation. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of these materials and the information contained within them. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this presentation including in any of the materials referred to or otherwise incorporated into this presentation.
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