Communication deficits and speech patterns have been identified in a student with ASD

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 2

Sample Solution

Digital Reference Guide for Supporting Students with ASD in Addressing Communication Deficits and Challenges

Communication Strategies and Systems

High-Tech

Speech-generating devices (SGDs): SGDs are electronic devices that allow users to communicate by selecting symbols, words, or phrases. SGDs can be used to communicate complete sentences or just a few words at a time.

Full Answer Section

How SGDs support students with ASD: SGDs can give students with ASD a voice and help them to communicate more effectively. SGDs can also be used to teach students about language and communication.

Example scenario: A student with ASD who cannot speak can use an SGD to communicate with their teacher and classmates. The student can use the SGD to request help, ask questions, and share thoughts and feelings.

Picture exchange communication system (PECS): PECS is a low-tech communication system that uses pictures to represent objects, actions, and ideas. PECS users exchange pictures with others to communicate.

How PECS supports students with ASD: PECS can help students with ASD to learn about language and communication. PECS can also be used to teach students with ASD to communicate more effectively.

Example scenario: A student with ASD who has difficulty using expressive language can use PECS to communicate with their teacher and classmates. The student can exchange pictures of objects and activities to request what they want or need.

Low-Tech

Visual schedules: Visual schedules are visual representations of a person's daily or weekly routine. Visual schedules can help people with ASD to understand what to expect and to stay on track.

How visual schedules support students with ASD: Visual schedules can help students with ASD to reduce anxiety and to improve communication. Visual schedules can also be used to teach students with ASD about time management and sequencing.

Example scenario: A student with ASD who has difficulty understanding and following verbal instructions can use a visual schedule to know what to expect during the day. The student can look at the visual schedule to see what activities are coming up and to know when it is time to transition to a new activity.

Social stories: Social stories are short stories that describe social situations and the appropriate responses to those situations. Social stories can help people with ASD to understand and respond to social cues.

How social stories support students with ASD: Social stories can help students with ASD to improve their social skills and to reduce anxiety in social situations. Social stories can also be used to teach students with ASD about specific social skills, such as how to greet someone or how to ask for help.

Example scenario: A student with ASD who has difficulty initiating conversations with their peers can use a social story to learn how to start a conversation. The social story can describe the steps involved in starting a conversation, such as making eye contact, smiling, and saying hello.

AAC Devices

High-Tech

Speech-generating devices (SGDs): SGDs are electronic devices that allow users to communicate by selecting symbols, words, or phrases. SGDs can be used to communicate complete sentences or just a few words at a time.

Example: The Tobii Dynavox I-13 is a high-tech SGD that is designed for people with severe speech impairments. The I-13 has a large touchscreen display and a variety of features, such as word prediction and text-to-speech.

Augmentative and alternative communication (AAC) apps: AAC apps are mobile apps that allow users to communicate using symbols, words, or phrases. AAC apps are often less expensive than SGDs and are easier to carry around.

Example: The Proloquo2Go app is a popular AAC app that is available for iOS and Android devices. Proloquo2Go has a large library of symbols and a variety of features, such as voice output and word prediction.

Low-Tech

Picture exchange communication system (PECS): PECS is a low-tech communication system that uses pictures to represent objects, actions, and ideas. PECS users exchange pictures with others to communicate.

Example: A PECS book is a binder with pages of pictures. The user can point to pictures in the book to communicate with others.

Visual schedules: Visual schedules can be created using a variety of materials, such as paper, pictures, and objects.

Example: A paper visual schedule can be created by drawing pictures of the person's daily or weekly routine on a piece of paper. The person can then look at the visual schedule to know what to expect and when to transition to a new activity.

Conclusion

There are a variety of communication strategies and assistive/augmentative technologies that can be used to support students with ASD in addressing communication deficits and challenges. The best approach for a particular student will vary depending on their individual needs and abilities.

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