Communication Strategies and Systems

 

Communication Strategies and Systems
Visual Supports

Type: Low-tech
Resource: Visual Supports for People with Autism
Explanation: Visual supports, such as visual schedules, social stories, and visual cues, can help students with ASD understand and follow instructions, routines, and social expectations. For example, a visual schedule can be used to provide a visual representation of a student’s daily activities, helping them navigate transitions and reduce anxiety.
Implementation Steps: Create visual supports using pictures, symbols, or written words. Introduce and explain the use of visual supports to the student. Use the supports consistently and gradually fade their use over time as the student becomes more independent.
Evaluation: Assess whether the student demonstrates improved understanding, follows instructions more independently, and experiences reduced anxiety or behavioral challenges related to transitions or social situations.
Social Skills Training

Type: Behavioral intervention
Resource: Social Skills Training for Autism
Explanation: Social skills training aims to teach students with ASD appropriate social behaviors and interactions. It can involve structured lessons, role-playing, and video modeling. For example, social skills training can help a student with ASD learn how to initiate conversations or respond to others’ emotions.
Implementation Steps: Identify specific social skills to target. Teach and model the desired social behaviors through explicit instruction, role-playing, and real-life practice. Provide opportunities for the student to practice the skills in authentic social situations.
Evaluation: Observe the student’s interactions with peers and adults to determine if they demonstrate improved social skills, initiate conversations appropriately, and respond to others’ emotions effectively.
PECS (Picture Exchange Communication System)

Type: Low-tech
Resource: PECS USA
Explanation: PECS is a communication system that uses pictures or symbols to help individuals with limited verbal communication skills express their needs and desires. The system involves exchanging a picture card with a communication partner to initiate communication.
Implementation Steps: Start with simple requests and teach the student to exchange a picture card for an item or activity they desire. Gradually expand to more complex communication, including commenting and requesting information.
Evaluation: Assess whether the student demonstrates increased initiation of communication, improved ability to make requests or comments using PECS, and reduced frustration related to communication difficulties.
Social Stories

Type: Low-tech
Resource: Carol Gray’s Social Stories
Explanation: Social stories are short narratives that describe social situations, events, or concepts using clear and concise language. They can help students with ASD understand social expectations and appropriate behaviors in various contexts.
Implementation Steps: Identify the target skill or behavior to address in the social story. Write a story that includes relevant details, explanations, and alternative responses. Read the social story with the student regularly and discuss its content.
Evaluation: Determine if the student demonstrates improved understanding of social expectations, uses appropriate behaviors in targeted situations, and exhibits reduced anxiety or confusion related to social interactions.
AAC Apps

Type: High-tech
Resource: List of AAC Apps for Autism
Explanation: Augmentative and alternative communication (AAC) apps are software applications that enable individuals with limited verbal skills to communicate using symbols, text, or voice output. These apps can be installed on tablets or smartphones.
Implementation Steps: Select an AAC app suitable for the student’s communication needs and abilities. Customize the app by adding relevant symbols or pictures. Teach the student how to use the app for different communication purposes.
Evaluation: Monitor the student’s ability to use the AAC app to express wants, needs, or thoughts effectively. Assess if there is an increase in communication initiation, vocabulary expansion, or reduction in frustration associated with limited verbal skills.
AAC Devices
Proloquo2Go

Type: High-tech
Resource: Proloquo2Go
Explanation: Proloquo2Go is an AAC app designed for individuals with speech impairments. It provides a symbol-supported communication system with customizable vocabulary and voice output.
Implementation Steps: Customize Proloquo2Go for the individual’s communication needs by adding relevant symbols and vocabulary. Teach the individual how to navigate and use the app effectively for communication purposes.
Evaluation: Assess if Proloquo2Go enhances the individual’s expressive communication skills, increases vocabulary usage, and facilitates meaningful interactions with others.
Dynavox Compass AAC

Type: High-tech
Resource: Dynavox Compass AAC
Explanation: Dynavox Compass AAC is a comprehensive communication solution that combines hardware devices with software applications. It offers various access methods and symbol-based communication options.
Implementation Steps: Set up Dynavox Compass AAC according to the individual’s customized communication needs. Train the individual on how to operate the device, select symbols, and generate messages.
Evaluation: Evaluate if Dynavox Compass AAC improves the individual’s ability to communicate effectively, facilitates participation in academic and social settings, and enhances overall quality of life.
Tobii Dynavox Eye Gaze Systems

Type: High-tech
Resource: Tobii Dynavox Eye Gaze Systems
Explanation: Eye gaze systems enable individuals with limited physical control to communicate by tracking their eye movements. These systems use eye-tracking technology to select symbols or words displayed on a screen.
Implementation Steps: Set up the eye gaze system according to the individual’s needs and capabilities. Train the individual on how to calibrate and use the system effectively for communication purposes.
Evaluation: Determine if the eye gaze system improves the individual’s ability to express themselves independently using eye movements, facilitates efficient communication, and enhances engagement in various activities.
LAMP (Language Acquisition through Motor Planning)

Type: Low-tech/high-tech hybrid
Resource: AAC Language Lab
Explanation: LAMP is a therapeutic approach that combines motor planning principles with AAC strategies. It uses consistent motor patterns to facilitate language development and communication for individuals with ASD.
Implementation Steps: Work with a trained professional or therapist familiar with LAMP principles to implement this approach effectively. Teach the individual motor patterns associated with specific words or phrases for effective communication.
Evaluation: Evaluate if LAMP intervention improves the individual’s ability to initiate communication, develop language skills, and express themselves more fluently.
BigMack Communication Aid

Type: Low-tech
Resource: BigMack Communication Aid
Explanation: BigMack is a single message communication device that allows individuals to record a message and play it back by pressing a large button. It is suitable for individuals who require a simple means of expression.
Implementation Steps: Record a customized message on BigMack that represents the individual’s immediate needs or desires. Teach the individual how to activate BigMack independently to communicate their message effectively.
Evaluation: Assess if BigMack enables improved expression of basic needs or wants, promotes self-advocacy through simple messages, and enhances overall communication confidence.

Implementing appropriate strategies and utilizing assistive/augmentative technologies can significantly support students with ASD in overcoming communication challenges. Regular evaluation of their effectiveness ensures that these interventions are tailored to each student’s specific needs, facilitating comprehension and engagement for enhanced academic achievement and quality of life.