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Visuals matter and can help reduce behaviors. 

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Visuals work well with students on the autism spectrum, since it stays permanently verses spoken communications where it disappears quickly not giving them time to process where visual they have time to process it (The Spectrum, n.d.). Visuals also give students with autism the opportunity to hear the words while actually seeing what the word is, and can reduce behaviors by showing a card of what they are supposed to be doing or to stop what they are doing. Having visual readily available on lanyards or around the classroom for students with autism to see and have access for communicating with the use of visuals. It also helps for student to be able to grab the visual, and take it to an adult, with modeling to get started, to hopefully get them communicating before getting upset.

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Echolalia can be used as a modeling strategy 

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Echolalia is very common with students on the autism spectrum, and this is where they repeat phrases directly after or later that makes no sense or in unusual context (The Spectrum, n.d.). This is when it is good to demonstrate modeling as a communication strategy, if the child is wanting water and handing the adult a cup, then the adult should model "I want water" and the child echo it back. Eventually the child will start to pick up on this, and able to use their words how they were modeled.

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Sign language is useful for non-verbal and emerging language students with autism. 

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Sign Language is another communication strategy that is beneficial for students that are non-verbal to be able to communicate their needs and wants. If a student is starting to get upset like if they can't get their shoe on, showing them the sign 'help' can help the student get help quicker while preventing a meltdown. Also, signs are like visuals, the student with autism is able to process the sign while if they are just hearing words or trying to say words those disappear quickly.

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An example of giving student picture communication options for students

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The Main goal for the picture exchange communication system (PECS) is to give children with autism the opportunity to be able to self-initiate and quickly able to communicate with others (National Autism Resources, n.d.). PECS starts off at a very basic phase where it is one or two visual cards then it like a tier system that they work their way up to. To implement this strategy would be to have Velcro strips on a pencil bag or file folder, then the option you are wanting to work on with the child. This is very beneficial in helping students with autism being able to communicate functionally. It works from steps such as how to communicate, persistence, being able to identify pictures, sentence structures, answering questions, and being able to communicate with pictures (National Autism Resources, n.d.). An example would be to start with having the student during snack time request the preferred snack with the picture on the Velcro strip.

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Non-verbal and emerging language students with autism may attempt to communicate by gestures

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It is very common for students with autism to attempt to communicate their wants or needs by gesturing to the object that they are desiring. Currently, studies have shown that gestures are more related to receptive rather than expressive language (Manwaring et al., 2018). In the classroom, it would be beneficial to use the strategy of gesturing as a method of communication to figure out what the student is wanting/needing, and working with the student based on their preferred method of AAC to model encouraging that communication other than gesturing.

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According to Amy Yacoub a SLP, Novachat was the number one AAC device on a tablet that was easier for parents to be able to operate, and can be customized a lot easier than most programs (2023). The Novachat is designed to encourage children to put more words together where often students with autism may struggle with combining words together when communicating. In the classroom, this is a great resource to use during whole group with modeling by a teacher and during social center groups to communicate with peers, or to answer question during whole group. I can also be beneficial at encouraging discussion with proper modeling.

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Where both Via Pro and NovaChat are apart of PRC-Saltillo, Via Pro offers more accessible options such as students with autism that may have difficulties with motor skills in their hands that it offers tracking options as well as offering split screen to do multiple things while still using the program (Yacoub, 2023). This is beneficial in the classroom since if you are working on tablets for school work, the students with autism have the option to do their work while still being able to communicate.

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AAC Device: AbleNet QuickTalker Freestyle

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AAC Device: AbleNet QuickTalker Freestyle

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The AbleNet QuickTalker is another AAC device that focuses on helping students with autism gradually learn vocabulary words and since core words do not move it provides consistency with students with autism thrive with (Yacoub, 2023). This program is beneficial for students that have emerging language, but they may struggle with vocabulary with communication. It starts with core words such as help or more before more words start to appear, so that is a good starting point for educators to help model for students to fully grasp the concept of the first important core words on the device.

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LAMP is a program that can be installed and paid for on iPad devices, while having carrying cases for ease of transporting the device around. LAMP has been sufficient studies done by autism research that shows it can increase receptive language, more sentences being used, and spontaneous communication (Yacoub, 2023). While it has sufficient research to show it can benefit students with autism, it is pre-programed and a little more difficult to process. LAMP is beneficial to use in small groups and whole groups, when doing a whole group discussion having LAMP on the screen to show students how to communicate and contribute to the discussion with the device.