# data[].attributes.body
Welcome, and thank you for joining this presentation on Communication Strategies and AAC Devices for Supporting Students with Autism Spectrum Disorder (ASD). Communication challenges are a core feature of ASD, and supporting students in this area is essential for their academic success, social development, and overall well-being. Today, we will explore a variety of both low-tech and high-tech communication strategies and assistive technologies that can be effectively implemented in educational settings.

# data[].attributes.headline
Picture Exchange Communication System (PECS) – Low-Tech

# data[].attributes.subject
Picture Exchange Communication System (PECS) – Low-Tech

# data[].attributes.body
Resource: PECS Overview

Explanation: PECS enables students to communicate using pictures, facilitating the expression of needs and desires. It's particularly beneficial for non-verbal students (Charlop-Christy, et al., 2012). For example, a student can hand over a picture of a snack to request it.​dreambigchildren.com

Implementation Steps:

1. Introduce the system by teaching the student to exchange a picture for a desired item.

2. Gradually increase the complexity by adding more pictures and encouraging sentence formation.

Evaluation: Monitor the frequency and spontaneity of picture exchanges to assess increased communication.

# data[].attributes.wish_content.attachment_props.alternative_text
Picture Exchange Communication System (PECS)

# data[].attributes.body
Resource: Social Stories Overview

Explanation: Social Stories are personalized narratives that help students understand social situations and appropriate responses. For instance, a story can prepare a student for a school assembly by describing what to expect.

Implementation Steps:

1. Develop a story tailored to the student's specific situation or challenge.

2. Read and discuss the story with the student regularly before the anticipated event.

Evaluation: Observe the student's behavior in the targeted situation to determine comprehension and reduced anxiety.

# data[].attributes.attachment_link.title
Social Story: Eating Lunch in the Family Classroom

# data[].attributes.body
Resource: Autism Communication Strategies

Explanation: Visual schedules provide a sequence of activities using images or symbols, helping students anticipate and prepare for transitions (Ganz, et.al, 2012). For example, a schedule can outline the day's activities, reducing anxiety about upcoming events.​

Implementation Steps:

1. Create a visual representation of the daily routine using pictures or symbols.

2. Review the schedule with the student at the start of each day and refer to it before transitions.

Evaluation: Track the student's ability to transition between activities smoothly and their reliance on the schedule over time.

# data[].attributes.body
Resource: Evidence-Based Practices for Effective Communication

Explanation: Video modeling involves showing videos that depict appropriate behaviors or skills, which students can imitate. For instance, a video demonstrating how to greet peers can improve social interactions.​

Implementation Steps:

1. Select or create videos that showcase the desired behavior or skill.

2. Have the student watch the video multiple times and practice the behavior in real-life situations.

Evaluation: Observe the student's replication of the behavior in appropriate contexts and their comfort level in doing so.​

# data[].attributes.headline
Speech-Generating Devices (SGDs) – High-Tech

# data[].attributes.subject
Speech-Generating Devices (SGDs) – High-Tech

# data[].attributes.body
Resource: AAC Devices for Autism

Explanation: SGDs produce spoken language output, allowing students to communicate verbally (Lorah, et al., 2015). For example, a non-verbal student can use an SGD to participate in classroom discussions.​

Implementation Steps:

1. Customize the device with vocabulary relevant to the student's daily life.

2. Provide training for the student and staff on effective usage.

Evaluation: Monitor the student's increased participation in verbal interactions and their ability to express needs and thoughts.

# data[].attributes.body
Resource: Proloquo2Go Overview

Explanation: This AAC app offers a symbol-based communication system on tablets, aiding students in constructing sentences. For instance, a student can use it to request a break or express feelings.​

Implementation Steps:

1. Install the app on a compatible device and customize the vocabulary to suit the student's needs.

2. Train the student in navigating the app to form sentences.

Evaluation: Assess the student's ability to communicate effectively across various settings using the app.

# data[].attributes.body
In closing, supporting students with Autism Spectrum Disorder in their communication development is essential for fostering independence, reducing frustration, and promoting meaningful engagement in both academic and social settings. By combining a variety of communication strategies and AAC devices, we can meet students where they are and help them thrive. Whether it’s a low-tech tool like a visual schedule or a high-tech speech-generating device, each approach has the potential to open new doors for communication.