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Alphabet Board-low tech on paper or high tech on a tablet

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Alphabet Board-low tech on paper or high tech on a tablet

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An alphabet board can be a portable way for students with limited language skills to spell out words seldom used, including people's names. Alphabet boards can also be used on a device and generate the letters verbally. Alphabet boards are often used with individuals with limited coordination and motor function. It can be used with eye gaze and gestures.

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Alphabet Boards : Communication Tools and Materials...

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This site puts information about patient-provider communication in one place and invites healthcare providers, family members, patients, researchers, educators and policy makers to access and use...

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Communicative repair is a strategy parents and teachers can use in everyday conversation with children with ASD. Teachers and parents should not correct every verbal error but calling attention to the error while in conversation helps the student use the correction. Communicative repair can be correcting sounds by calling attention to how your mouth looks when making a sound. It can also be correcting language usage by correcting the tense, word inflection etc.

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Drawing-low tech on paper or high tech on a tablet

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Drawing-low tech on paper or high tech on a tablet

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Children with ASD can use drawing to communicate feelings, wants and needs. Children and adults can often draw what is in their heads easier than expressing it verbally. Drawing can be a calming experience and allow ASD individuals to self soothe. Drawing can also increase fine motor skills. ASD individuals often think in pictures so drawing may be the best way for them to express themselves.

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Developing Drawing and Graphic Design skills in Individuals with Autism who Think in Pictures
by Temple Grandin
Colorado State University

My mind works like Google for images and I think in photo realistic pictures. Children and adults who are visual thinkers will often start producing beautiful drawings when they are in elementary school. Parents and educators should encourage children who have natural art ability to develop it. When I was little, painting pictures and art were encouraged. I was also encouraged to draw many different things. If children like to draw pictures of trains they should also be encouraged to draw other things such as train stations or places the train travels to.

When I first started designing cattle handling facilities, I had difficulty relating schematic representations of different parts of a building on a floor plan to the actual building I saw in my photo realistic imagination. To learn how to read the floor plan and relate it to the pictures in my imagination, I took floor plans of a house and a large meat plant and walked around in the building until I could relate every feature of the building to the drawing. I had to learn that a square on the drawing represented a concrete support column and a circle represented a water tank. I also visited many cattle feedlots and measured their cattle handling facilities and then made scale drawings of them. After I made the drawing I returned to the feedlot and walked through the facility with my drawing to check its accuracy. It took about three years to program my brain to read blueprints and floor plans. After I learned how to do this, I could look at a new floor plan and instantly see the finished building or cattle handling facility in my imagination. Another think I had to do was download into my brain the components of many different cattle handling facilities. I described this process in my book Thinking In Pictures.

In Thinking In Pictures, I describe how my ability to draw elaborate blueprints of livestock handling facilities almost magically appeared after I had observed a talented draftsman named David. I copied his style and used the exact same drawing tools. Below are two of my drawings. These drawings were done by hand with a pencil, ruler, straight edge, an a compass.

Figure 1: Drawing of a bison handling facility featuring curved chutes and sorting pens
Figure 2: Round crowd pen and curved race system for handling cattle

What I did not realize when I wrote Thinking In Pictures is that there was a long period of observation BEFORE I started drawing good drawings. My visual memory had to be programmed with two things: understanding how to read floor plans and programming my brain with drafting skills that I had learned by watching David.

I strongly urge all young people who want to become designers, graphic artists, or drafting specialists to develop their hand drawing skills. I am 61 now and I watched the transition from hand drafting to computer aided drafting. The older people who drew beautiful drawings by hand also drew beautiful drawings on the computer. The younger people who never learned to draw by hand often made strange mistakes on drawings. It appeared that they did not see what they were drawing. The center of the circle on the round crowding pen would not be in the center. They did not see the mistake because they had never experienced holding a compass in their hand and rotating it to make a circle. They also made mistakes such as 25 ft (4m) long gates that could not possibly work. In my consulting work with many livestock companies, I saw the same perceptual mistake over and over. They all came from people who had never learned to draw by hand. Many of these people had also never experienced building things with their hands either. It seems that the computer mouse is not hooked up to the brain the same way the hand is. I think people need to be able to feel what they are drawing in order for it to be accurate. In the future there will be virtual reality systems where a person can hold and touch the building or thing they have drawn. When these touch devices become available, people may be able to skip the need for learning hand drawing first. Hand drawing may no longer be required for good technical drafting, but learning how to draw by hand is an art form that will develop a persons aesthetic skills. If you are a parent of a child with either autism or Aspergers who has good drawing skills, you should develop these skills. Having a skill that others appreciate and want will help your child to have a more satisfying life.

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Developing Drawing and Graphic Design skills in Individuals with Autism who Think in Pictures

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by Temple Grandin Colorado State University My mind works like Google for images and I think in photo realistic pictures. Children and adults who are visual thinkers will often start producing beautiful drawings when they are in elementary school. Parents and educators should encourage children who have natural art ability to develop it.

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iPads and tablets can be used for varying degrees of communication delays associated with autism. They can generate speech, generate text from speech and include pictures to choose from to express themselves. They can put words and symbols together to communicate. There are endless amounts of apps to use on devices that can help with language, speech, modeling social skills and executive functioning. ASD individuals will increase verbal communication and decrease negative behaviors.

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The explosion of apps available on tablets like the iPad has been an exciting opportunity for children with autism. It may come as no shock to parents and educators that in general, children with autism prefer and are more engaged during app-based interventions than traditional interventions. And while in the past some have feared that technology could lead to social isolation, a recent study found that a group of children with autism spoke more sentences per minute together while using iPad apps than without iPads.

But with so many options for learning, communication, and social skill development, it can be difficult for parents to navigate which apps best meet the needs of their child, or even know whether apps can be useful to develop certain skills at all.

Here's some information on the best research-based apps that will help kids with ASD make the most out of their screen time.

Academics

Out of seven studies testing the effectiveness of iPad apps targeting math and science skills, all seven found that more students with autism mastered learning targets through apps than traditional worksheets. However, less information is available for reading apps. One study found that students with autism responded better to teacher-led than app-based reading comprehension interventions.

Recommended: One research-tested app is Math Racer, a math fact fluency builder found to be effective for children with autism. Students with ASD increase engagement with their peers while practicing math skills, because the app allows you to race other users and track high scores!

Language Development

Because expressive and receptive language involves face-to-face interaction, it seems unlikely that language skills could be improved by an iPad. While current research on iPad language development for children with autism in limited, more general studies have found iPad interventions to serve as effective language therapy materials.

Recommended: Stages Learning Materials offers the Language Builder Pro app, which includes hundreds of words and images and customizable presentations. The app also allows you to create custom flashcards and save lessons. The Language Builder series is one of the most frequently used image collections used by researchers studying autism.

Recommended: Stages Learning Line provides a customized language development app for teachers and parents. Thousands of high quality images can be combined for personalized lessons to teach new language skills or choose from hundreds of already created lessons such as farm animals, transportation, holidays, and cooking.
Learn more about the Stages Learning Line Platform
Communication

In comparison with traditional picture exchange communication methods, iPads as a speech generating device (SGD) have been shown to have greater success and take less time.

Recommended: The most popular app used by researchers is Proloquo2Go, which was used most and found to be effective in studies with the largest number of children. Proloquo increased children with ASD's ability to make requests and answer questions at school. Users can create as many communication books as needed, or download interactive templates for free.

Social Skill Building

Two small studies found that social stories presented via iPad increased the play skills and on-task behavior of preschoolers with autism. Collaborative iPad games used by students with ASD alongside neurotypical peers were found to facilitate positive social skills like turn-taking, empathy, and shared joy.

Recommended: Parents found that Social Story Creator & Library, a flashcard app that lets users create content with text, pictures, and audio, was easy to use. The app can be used to create social stories and directions for social activities like ordering food at a restaurant.
Final Thoughts
Every child with autism is different, and will have their own preferences and needs related to apps. Apps for Children with Special Needs is a website dedicated to compiling apps used by teachers, therapists and parents and currently lists over 1000 professionally chosen apps. Best of luck in choosing your child or student's tablet activities!
For finding additional apps for children with autism please see this article in Autism Parenting Magazine. References
A Comparison of Communication Using the Apple iPad and a Picture-based System: Augmentative and Alternative Communication: Vol 28, No 2. (n.d.).

Boyd, L. E., Ringland, K. E., Haimson, O. L., Fernandez, H., Bistarkey, M., & Hayes, G. R. (2015). Evaluating a Collaborative iPad Game's Impact on Social Relationships for Children with Autism Spectrum Disorder. ACM Trans. Access. Comput., 7(1), 3:1-3:18.

iPads and the Use of "Apps" by Children with Autism Spectrum Disorder: Do They Promote Learning? (n.d.).

Lorah, E. R., Parnell, A., Whitby, P. S., & Hantula, D. (2015a). A Systematic Review of Tablet Computers and Portable Media Players as Speech Generating Devices for Individuals with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45(12), 3792-3804.

Lorah, E. R., Parnell, A., Whitby, P. S., & Hantula, D. (2015b). A Systematic Review of Tablet Computers and Portable Media Players as Speech Generating Devices for Individuals with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45(12), 3792-3804.

Murdock, L. C., Ganz, J., & Crittendon, J. (2013). Use of an iPad Play Story to Increase Play Dialogue of Preschoolers with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 43(9), 2174-2189.

Ok, M. W. (2018). Use of iPads as Assistive Technology for Students with Disabilities. TechTrends, 62(1), 95-102. https://doi.org/10.1007/s11528-017-0199-8

Roches, D., A, C., Balachandran, I., Ascenso, E. M., Tripodis, Y., & Kiran, S. (2015). Effectiveness of an impairment-based individualized rehabilitation program using an iPad-based software platform. Frontiers in Human Neuroscience, 8. https://doi.org/10.3389/fnhum.2014.01015

Systematic review of collateral effects of focused interventions for children with autism spectrum disorder - Katherine Ledbetter-Cho, Russell Lang, Laci Watkins, Mark O'Reilly, Claudia Zamora, 2017. (n.d.). Retrieved September 21, 2018, from http://journals.sagepub.com.ezp-prod1.hul.harvard.edu/doi/full/10.1177/2396941517737536

Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review - ScienceDirect. (n.d.). Retrieved September 21, 2018, from https://www-sciencedirect-com.ezp-prod1.hul.harvard.edu/science/article/pii/S0891422212001941

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Choosing iPad Apps for Children with Autism

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The explosion of apps available on tablets like the iPad has been an exciting opportunity for children with autism. It may come as no shock to parents and educators that in general, children with autism prefer and are more engaged during app-based interventions than traditional interventions.

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Speech generating devices provide an electronic voice for students who are non-verbal or have very limited verbal skills. Teachers and caregivers should work together to select the appropriate device and set the device up for the student. Using the speech generating device should be encouraged in all areas so that the use of them will increase.

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Gestures are an easy way for ASD students to communicate their wants, needs and opinions. Students can communicate what they need by acting out or pointing to what they want. Parents and teachers will teach students what gestures to use to get what they want. This would be appropriate for students who cannot verbally communicate the name of what they need. Students will increase the number of gestures they use and decrease the negative behaviors associated with not being able to communicate.

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Sign language increases vocabulary and verbal language skills by hearing words while processing them through sign language. Sign language is generally used with children who have no or limited verbal skills. Teachers, parents, therapists and students will work together learning sign language. An increase in communication and a decrease in negative behaviors lets you know sign language is working.

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One of the most common symptoms of autism is difficulty with speech and language. Autism spectrum disorder is, well, a spectrum, so these difficulties may look very different for each autistic child. Some can speak fluently, while others will always be nonverbal.

As a parent, you desperately want to communicate with your child-to understand their needs, wants, and emotions. This is harder when your child can't speak out loud, but not impossible. There are a range of ways for autistic people to communicate non-vocally, including sign language.

What is sign language?

Sign language uses hand gestures, facial expressions, and body movements to express words and phrases. It's the primary language for most Deaf and hard-of-hearing people, though plenty of hearing people use it, too.

Sign language isn't the same everywhere-American Sign Language (ASL) is the standard in the United States and Canada, but different places have their own versions. For example, although hearing Brits and Americans both speak English, British Sign Language and American Sign Language are so different they're not considered to be in the same language family!

Using sign language for autism

If your child with ASD struggles with speech, it's important to access early intervention services. This will give them the best chance of achieving functional communication later on. That said, your speech therapist may decide that Augmentative and Alternative Communication (AAC) is the right option. Augmentative and Alternative Communication includes many different methods, from a picture exchange communication system (PEC), to flash cards, to sign language.

Sometimes, AAC is meant to help guide your child on their journey to speech. A 1979 study titled Teaching autistic children to use sign language: some research issues explored this topic. It found that a combination of sign language and ongoing speech therapy (called "simultaneous communication") can stimulate language development in children with autism.

However, the study also found that completely nonverbal children weren't likely to gain spoken words through simultaneous communication. Sign language could end up being your child's primary or only way to communicate-and that's okay! Nonverbal people with autism can still live happy, fulfilled lives.

Pros of sign language for children with autism

Signing has a number of benefits for autistic kids, besides the obvious one that they'll be able to express themselves.

More spontaneous communication: children will be more likely to communicate without prompting

Better social skills: they may pay more attention to the social cues of others

Less aggression and meltdowns: these behaviors are often caused by frustration at being unable to communicate

Less depression and anxiety: likewise, kids with autism are likely to be happier when they can make themselves understood

Less reliance on auditory processing: this skill is hard for many autistic children, so signing may be easier to understand

Cons of sign language for children with autism

Signing isn't for everyone. Depending on your child's strengths and weaknesses, these features could present problems:

Extensive use of motor skills: signing involves careful use of hands and arms, but some children with autism struggle with motor skills

Focus on facial expressions: ASL often uses facial expressions to convey more nuanced conversation. This could be hard for kids who have trouble interpreting faces

Eye contact: many autistic people don't enjoy prolonged eye contact, but this is a common part of ASL etiquette, especially when interacting with Deaf signers

Stimming could distract others: Self-stimulatory behavior isn't a bad thing, but if your child uses their hands to stim, it could confuse or distract a conversation partner

Types of sign language

American Sign Language is the United States' most common form, but not the only one. There is also Signed Exact English (SEE).

American Sign Language

This method wasn't created by a single person or organization; like spoken languages, it developed organically over centuries. Today, 250,000-500,000 people in the U.S. claim ASL as their native language.

It has its own grammar, vocabulary, and syntax that doesn't always align with verbal English.

Signed Exact English

SEE, which was invented in 1972, bases many of its signs on ASL, but it's more directly modeled on English. It follows English sentence structure and adds prefixes, endings, and tenses in order to be an exact visual representation of English.

Which should you use?

Many professionals recommend teaching SEE to children with autism, especially if the goal is to achieve verbal communication. That way, the child is still learning the rules of English even while using signs. Parents who have no experience with ASL may also find it easier to learn SEE. And because SEE replicates English words, it doesn't rely as heavily on facial expressions to convey exact meaning.

However, many people find SEE clunkier and slower than ASL. There is also a much smaller community of adults who know SEE-people who are fluent in a sign language are most likely to know ASL, meaning that SEE is less useful for speaking with the broader world. If it looks like your child will be permanently nonverbal, ASL could be a better choice.

All children with autism are unique, so talk to your speech therapist about your options.

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Tips for learning sign language

If the child uses signs, that means the parents will have to learn, too! This may seem intimidating, but your speech therapist should guide you to resources. Here are a few tips to keep in mind:

Find the right teacher

You can learn how to sign through private tutors, online courses, or local classes. Ask your speech therapist for any recommendations, and find a way that works for your schedule and learning style.

Learn the finger alphabet

This is crucial when you first start using signs. ASL comes with its own alphabet, so if you forget certain signs, you can always spell them!

Learn vocabulary that's important to your family

When prioritizing which signs to memorize, focus on things that you and your child with autism use most often.

Set specific goals

Give yourself daily, weekly, or monthly benchmarks to help you stay on track. For example, you might decide to learn three new signs every day.

Other alternative and augmentative communications

Today, there are countless AAC options for kids with autism. Other than sign language, you may consider...

Every child is different, so no method is universally better than another. Some people with autism find signing effective and enjoyable, while others get more out of something else. Using different methods for different contexts is also possible. Consult with professionals and pay attention to your child's reactions so you can make the best choice.

In conclusion

The journey to functional communication can be tough, but resources are out there. Research has shown that sign language may help children with autism develop speech. If not, it's still a valid, useful tool for connecting with the people around them.
References
Brooks, R. (2018, May 10). A Guide to the Different Types of Sign Language Around the World. The Language Blog.

Carr E. G. (1979). Teaching autistic children to use sign language: some research issues. Journal of autism and developmental disorders, 9(4), 345-359. https://doi.org/10.1007/BF01531444

Edelson, S. M. (n.d.). SIGNED SPEECH OR SIMULTANEOUS COMMUNICATION. Synapse. http://www.autism-help.org/communication-sign-language-autism.htm

Lingvano. (n.d.). 15 tips for learning American Sign Language. Lingvano. https://www.lingvano.com/asl/blog/15-tips-for-learning-american-sign-language/

Miller, J. (2010, September 7). The difference between ASL and English signs. Signing Savvy. https://www.signingsavvy.com/blog/45/The+difference+between+ASL+and+English+signs

NIDCD. (2019, May 8). American Sign Language. National Institute on Deafness and other Communication Disorders. https://www.nidcd.nih.gov/health/american-sign-language

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Sign language for autism has a number of benefits for children on the spectrum, besides the obvious one that they'll be able to express themselves.

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Communication boards display pictures, symbols or drawings for people with limited language skills to point to, gesture towards or blink at to express themselves. Students can ask questions, express needs and indicate a preference. Teachers should do some research first about the student's preferences and common responses so those can be on the communication board. The student should be encouraged to use it all the time. When effective, the student's communication increases and negative behaviors decrease.

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Visual schedules and visual routines foster student independence by decreasing dependence on caregivers for routines, transitions and developing new skills. Negative behaviors due to anxiety over transitions will decrease. Students will learn to associate words with pictures and increase language development. Teachers and parents can customize visual schedules and routines to any situation or target skill.

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Autism spectrum disorder (ASD) is a neurodevelopmental disorder that can affect a person's life in several ways. For example, ASD can affect the way someone communicates, interacts with others, and learns.

Some autistic people find it easier to process and respond to information that's presented in a visual format.

An autism visual schedule is a supportive tool that's frequently used to help children complete daily tasks and participate in daily activities. But autistic people of all ages can use these schedules to help organize their daily lives and communicate without speaking.

Keep reading to learn more about how visual schedules support autistic people (especially autistic children), how you can create one, and how to start using it in daily life.

A visual schedule is an image-based tool that helps support autistic children. It presents a sequence of events for what is going to happen during a specific task, during an activity, or throughout the day.

A visual schedule may use a sequence of photographs, videos, illustrations, or other visual elements that help children understand what they are expected to do.

For example, a parent might use a visual schedule to help their child prepare for school. The schedule could include photographs depicting tasks that need to be done, such as:

brushing your teeth

getting dressed

combing your hair

eating breakfast

packing your backpack

getting on the school bus

Once the child is at school, they may have another visual schedule to follow. That schedule could include things like:

saying hello to your teacher

sitting at your desk

working on your reading

going outside for recess

eating lunch in the cafeteria

going to art class

getting on the bus

A visual schedule can be as broad as an entire day's activities, or multiple visual schedules can be used to break down parts of the day. Schedules are typically customizable and adjustable.

The right type of visual schedule will depend on the person's needs, routines, and goals.

Ultimately, these visual tools should help a child develop new skills, meet expectations and deadlines, and reduce their dependence on caregivers, teachers, and parents.

Other visual supports

Generally speaking, visual supports are image-based tools that help autistic people communicate, follow directions, and carry out daily tasks more effectively. They're also helpful for nonspeaking autistic people.

Autism visual supports can be in the form of:

The best type of visual support for an autistic person will depend on their preferences and communication styles.

For some autistic children, responding to auditory prompts and verbal instruction may be difficult. But visual supports can often help bridge that gap.

Visual schedules can help reduce scheduling-related anxiety.

Many autistic children prefer to stick to regular routines. And unexpected scheduling changes can be upsetting and stressful. Even transitioning between regular activities can be difficult if a child does not know what to expect.

A visual schedule can help autistic children understand what's coming next, which can help facilitate smoother transitions.

Also, the visual schedule can reinforce lessons or help develop new skills. Giving a child a visual schedule allows them to study, learn, and repeat the expected behaviors of a task or activity.

Alternative uses

Visual schedules do not only pertain to classroom or household tasks. For example, some people may benefit from visual schedules for social interactions.

Some people on the autism spectrum have difficulty interacting and socializing with others. Autistic children and adolescents may be interested in supportive tools that help them learn to navigate social situations.

Visual supports can help people practice their social skills and help them develop confidence in their abilities. This can be a real self-esteem and mood booster.

The process of making a visual schedule will be different for each child, each family, and likely for each goal. These tips can help you make a visual schedule that's most useful to the autistic child in your life.

Identify the target skill or routine

For example, if you want to make the morning routine easier, focus on that for a visual schedule first. Break down the activities of the morning into simple, achievable steps.

Find the right visual style

The best visual tool will depend on your child's preferences. Some children may respond better to seeing pictures of themselves doing the task. Others may prefer illustrations. And others may only need a text list. It may take you several tries to find the best visual tool for your child.

Include a mix of activities

To complete a long list of work, your child may need to be rewarded with a preferred activity, such as time to read or a few minutes to play. Be sure to mix in these activities so they have something to work toward.

Keep the schedule accessible

Keep a copy of the schedule hanging somewhere where your child can see it at all times, or give them a version to carry around. They should have access to it at school too. A digital schedule on a tablet or other smart device is also an option.

Involve your child in the process

Younger children may not have any interest in being part of their daily planning, but older children, adolescents, and teenagers might.

You can use a visual schedule to plan out their day with them, which can help develop their decision making skills. This can give them a sense of ownership over their day. It can help them mentally prepare for what the next day will hold too.

Involve other caregivers

Ideally, you'll consult your child's teachers and caregivers to both create visual schedules and execute them. Teachers may use their own version at school, but the two of you can work together to find the best type of visual tools and the best way to reinforce the goal and success.

You don't have to start from scratch with making a visual schedule. Several resources, websites, and apps are available to help. These include:

Teachers Pay Teachers. This website connects teachers with one another to buy existing tools, like visual schedules. Many documents are free. You can review several to find the best visual schedule template for you and your child.

Choiceworks. This smartphone app allows parents to create highly visual schedules for children to follow. The app also allows for emotional check-ins, which can help kids handle anxiety or frustration.

ABA Resources. This website offers free downloads of schedule templates.

SchKIDules. Here, you can purchase magnetic visual schedules.

I Love ABA! An applied behavioral analyst for autism started this blog to share resources, including free templates for visual schedules.

First things first: You have to establish a baseline of exceptions with a child. In other words, they first need to understand what sequenced activities are and how they will work. They cannot just jump into a five-activity schedule and be expected to succeed.

Start by teaching them the "first, then" concept. They should understand that they need to accomplish the first task on a list, then they can move to the second task.

Once that behavior is established, you can move on to a more detailed visual schedule.

If your child struggles with specific tasks, break those down into even smaller steps.

In all cases, provide your child with positive reinforcement and good feedback on their successes with a visual schedule. These reinforcements can be more time for preferred activities in their schedule, praise, or even treats.

Ideally, you are using the same type of visual schedule at home as teachers are using at school. This will help your child understand their plans more easily.

If your child's teachers or caregivers are not familiar with a visual schedule, these tips might help them learn to use them:

Outline expectations. Visual schedules for autistic children can help them achieve a number of goals and developmental milestones. Before you begin using them, it's a good idea to understand specific targets you have in mind. For example, you may want to help a child transition from group study time to independent learning periods.

Determine the right length of schedule. Some children can use an all-day visual schedule; others may need the day broken down into smaller periods with fewer steps. This discovery will take trial and error with the child.

Give verbal cues. It may be necessary to help nudge the child toward the next step in their schedule. This can be as simple as reminding them to look at their schedule for what's next. As they learn, you can stop using prompts.

Provide a completion step. Children may appreciate the ability to cross off or mark a step complete. This gives them a sense of accomplishment. It can also help you quickly see where they are in their schedule.

Give space for changes. The fewer surprises the better. If you know a day's schedule may change, allow for unexpected events in the schedule with placeholder activities like "surprise event" or "new activity."

Visual schedules show an illustrated outline of what's going to happen or what's expected in an autistic child's day.

Visual schedules can help children develop routines. These tools can also help autistic children learn new skills.

For older autistic children, adolescents, and teenagers, visual schedules can provide some independence. For example, they can be used at home to help children get dressed, complete homework, or do chores.

In classrooms, visual schedules can help children accomplish the day's tasks and make it easier to transition between activities.

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How to Make a Visual Schedule for an Autistic Child

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Visual schedules help autistic children make sense of their days. Create one of your own and learn how to use it at home and at school.

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Picture Exchange Communication System (PECS)-low tech

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Picture Exchange Communication System (PECS)-low tech

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Students use increasingly detailed pictures to express themselves in various locations. Students graduate to creating their own picture books for routines, answering questions and sentence building. Teachers and parents will notice an increase in structured and spontaneous communication.

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Developed by Andy Bondy, PhD & Lori Frost, MS, CCC-SLP

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Araujo, M., Mophosho, M., & Moonsamy, S. (2022). Communication strategies used by adolescents with autism

spectrum disorder and health professionals during treatment. African Journal of Disability, 11, 8 pages.

doi:https://doi.org/10.4102/ajod.v11i0.811

Notbohm, — E., & Tammett, — D. (2020, February 13). Autism communication strategies. The Spectrum. Retrieved

August 12, 2022, from https://thespectrum.org.au/autism-strategy/autism-strategy-communication/

Pudło M, Pisula E. The relationship between gestures and non-verbal communication and

Attentional processing in high-functioning adolescents with autism spectrum

disorder. Autism & Developmental Language Impairments. January 2018.

doi:10.1177/2396941518787139