1. Strategy: Picture Exchange Communication System (PECS)

• Type: Low-tech

How It Supports Students with ASD:
PECS helps non-verbal students or those with limited communication skills express their needs and wants by exchanging pictures for items or actions. For example, a student might give a picture of a snack to request food during lunchtime.

Steps for Proper Implementation:

1. Begin by introducing the concept of exchanging a picture for a desired item.

2. Gradually build vocabulary by adding more pictures and creating sentence strips.

3. Train teachers, paraprofessionals, and parents in using and expanding the system.

Evaluating Effectiveness:
Monitor the student’s ability to initiate communication, increase vocabulary usage, and reduce frustration-related behaviors. Conduct regular observations and collect data on the frequency and variety of picture exchanges.

• Type: High-tech

How It Supports Students with ASD:
This iPad-based app allows students to construct sentences using symbols, providing a voice for those with verbal communication challenges. For instance, a student may use the app to say, “I want to play outside.”

Steps for Proper Implementation:

1. Customize the app based on the student’s needs (e.g., vocabulary, icons).

2. Train the student on basic navigation and sentence construction.

3. Provide ongoing support to teachers and paraprofessionals.

Evaluating Effectiveness:
Track the student’s frequency of using the app to communicate, the complexity of sentences formed, and whether their communication needs are being met. Use progress data and feedback from teachers and parents.

• Type: Low-tech

How It Supports Students with ASD:
Social stories provide a visual and written narrative to teach appropriate behaviors and responses in various social situations. For instance, a story might describe steps for initiating a conversation with a peer.

Steps for Proper Implementation:

1. Create a personalized story addressing the student’s specific social or communication challenge.

2. Review the story with the student regularly.

3. Reinforce concepts during real-life situations.

Evaluating Effectiveness:
Assess whether the student demonstrates improved social or communication skills in scenarios outlined in the story. Use teacher and peer feedback to gauge success.

• Type: High-tech

How It Supports Students with ASD:
Video modeling helps students learn social and communication skills by watching a model demonstrate desired behaviors. For example, a student could watch a video of how to ask for help in class.

Steps for Proper Implementation:

1. Record a video of the desired skill or select a pre-made video.

2. Have the student watch the video multiple times.

3. Prompt and encourage the student to replicate the behavior in real-life contexts.

Evaluating Effectiveness:
Document the frequency and accuracy of the student’s performance of the target skill. Use pre- and post-intervention comparisons to determine progress.

• Type: Low-tech

How It Supports Students with ASD:
GoTalk provides recorded messages on a simple grid interface, enabling students to communicate basic needs and preferences. It is ideal for students who require a lightweight, portable device.

Steps for Proper Implementation:

1. Program relevant phrases or words into the device.

2. Teach the student how to press the buttons for communication.

3. Gradually expand vocabulary as the student’s skills improve.

Evaluating Effectiveness:
Track the number of interactions and how effectively the student communicates their needs. Collect data from observations and staff feedback.