Once communication deficits and speech patterns have been identified in a student with ASD, selecting appropriate support strategies and assistive/augmentative technologies and ensuring that all teachers, paraprofessionals, and support staff are trained to properly implement each is of primary importance. Through proper use of strategies and technologies, communication barriers and challenges can potentially be lessened and can enhance student achievement and quality of life. As an autism specialist, teaching others about how to correctly enact strategies and use technology is an important responsibility.
Conduct research about intervention strategies that are commonly used to address communication deficits and challenges in students with ASD. Additionally, research assistive/augmentative technologies that can also be used to support students with ASD in addressing communication challenges. Using a bookmarking, notetaking, or organizational tool such as Evernote, Padlet, etc., create a digital reference guide that you could share with general education teachers, paraprofessionals, and support staff. In the guide, you will present common strategies and assistive/augmentative technologies that can be used to support students with ASD. The reference guide should include a minimum of five entries for each of the following sections:
Communication Strategies and Systems
AAC devices
For each entry, specify the following:
Name of the strategy, system, or device, including whether it is high-tech or low-tech, and a link to a resource associated with each strategy/system/device
Explanation of how the strategy, system, or device supports students with ASD, including a scenario of when each would be an appropriate selection to address a specified deficit or challenge for a student with ASD
Description of the steps for proper implementation of the strategy, system, or device
Explanation about how to evaluate the effectiveness of the strategy, system, or device implementation with a given student in aiding comprehension or engagement
Guide On Rating System
Vote
Communication Strategies and Systems:
1. Visual Supports (Low-tech): Visual supports, such as visual schedules and visual cues, provide students with ASD with a visual representation of information, routines, and expectations. These supports can help students understand and follow instructions, navigate their daily routines, and communicate their needs and preferences.
- Resource: Visual Supports and Autism Spectrum Disorder - Autism Speaks
- Scenario: A student with ASD has difficulty transitioning between activities in the classroom. A visual schedule can be used to provide a clear sequence of activities, allowing the student to anticipate transitions and reduce anxiety.
- Implementation: Create a visual schedule using visuals/pictures or written words, and display it prominently in the classroom. Review the schedule with the student at the beginning of the day or before each activity to ensure understanding.
- Evaluation: Observe the student's ability to follow the schedule and transition between activities. Seek feedback from the student, teachers, and support staff regarding its effectiveness in reducing transitions-related challenges.
2. Social Stories (Low-tech): Social stories are individualized narrative descriptions that provide information and guidance about social situations or specific behaviors. They help students understand social expectations and develop appropriate communication skills and behavior.
- Resource: Social Stories - Indiana Resource Center for Autism
- Scenario: A student with ASD struggles with initiating conversations and understanding personal space boundaries. A social story can be created to explain appropriate conversation starters and personal space expectations.
- Implementation: Create a social story using simple language and pictures. Read the social story with the student, emphasizing the key messages and discussing its relevance to their current situation.
- Evaluation: Observe the student's communication and behavior in social situations, focusing on their ability to apply the social story's content. Seek feedback from peers, teachers, and support staff regarding changes in the student's overall social interactions.
3. PECS (Picture Exchange Communication System) (Low-tech): PECS is a communication system that uses pictures to assist students with ASD to initiate and request desired items or activities. It helps develop functional communication skills and reduce frustration by providing an alternative means of communication.
- Resource: PECS - Pyramid Educational Consultants, Inc
- Scenario: A non-verbal student with ASD struggles to express their needs or wants verbally. PECS can be used to enable them to communicate their desires and preferences.
- Implementation: Start with a small set of preferred items or activities and create corresponding picture cards. Teach the student to exchange a picture card with a communication partner to request the desired item or activity.
- Evaluation: Observe the student's ability to initiate requests using PECS. Monitor their progress in acquiring new vocabulary and their overall communicative effectiveness. Seek input from communication partners to assess the student's comprehension and engagement.
4. Social Communication Intervention (High-tech): Social communication interventions, such as the use of video modeling or video-based social stories, can provide students with ASD with targeted examples of appropriate social interactions and communication. By presenting visual models, these interventions help students learn and practice essential social skills.
- Resource: Video Modeling for Individuals with Autism - Organization for Autism Research (OAR)
- Scenario: A student with ASD has difficulty understanding and using nonverbal cues during conversations. Video modeling can be implemented to demonstrate appropriate use of nonverbal cues and foster better social communication skills.
- Implementation: Select a video or create a video model that highlights appropriate use of nonverbal cues in conversations. Watch the video with the student, highlighting the key nonverbal cues and discussing their significance.
- Evaluation: Observe the student's ability to identify and use nonverbal cues in conversations. Collect feedback from peers, teachers, and support staff to assess improvements in the student's social communication skills.
5. Social Skills Training (High-tech): Social skills training programs use technology-based platforms, such as social skills apps and interactive software, to teach students with ASD specific social skills in a structured and engaging manner. These programs offer opportunities for repeated practice and feedback to enhance social communication competence.
- Resource: Apps for Autism - Autism Speaks
- Scenario: A student with ASD struggles with initiating and maintaining conversations with peers. A social skills training app can be utilized to provide step-by-step guidance and practice opportunities for initiating and maintaining conversations.
- Implementation: Select a social skills training app that focuses on conversation skills. Introduce the app, explain its purpose, and guide the student through the program's activities, ensuring understanding of the skills being taught.
- Evaluation: Monitor the student's ability to apply the conversation skills learned through the app in real-life situations. Collect feedback from peers, teachers, and support staff to assess improvements in the student's conversational abilities.