https://padlet.com/kmartz4/ebrea0e2xbbnalsl en-us 2023-01-30 21:53:27 UTC 2025-09-29 23:00:14 UTC hello@padlet.com kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2464525633 PECS is a low-tech system that allows people to communicate using printed picture symbols. 

Students are taught to use picture symbols to communicate what they want, feel, or need. This supports students with ASD in communication when they may be a nonverbal communicator or prefer not to speak. 

Students bring the picture to who they want to communicate with, and the other person takes the picture, and then gives the student what was requested. Great opportunities to use PECS include during eating time, recess, classroom activities, and one on one.

There are 6 phases of PECS that move from how to communicate, distance and persistence, picture discrimination, sentence structure, answering questions, and commenting. Following the order of these phases will support students with ASD in making progress with their communication skills. 

To determine if the PECS is working, data will need to be taken to document how often the student successfully uses the system. Each phase should be monitored to determine when to move forward to the next phase. 




]]> 2023-02-01 13:03:47 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2464525633 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465256010 2023-02-01 21:24:41 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465256010 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465274974 Core vocabulary consists of simple words that are used frequently across contexts. These words make up 80% of the words we use regularly. 

Core vocabulary is a low-tech option that can be tailored to meet individual student needs. Core vocabulary boards are provided to students to provide communication opportunities in unstructured, natural environments. 

Core vocabluary boards should be accessible at all times. They should be located in multiple locations throughout the classroom and entire school building. This provides students opportunities to communicate wherever they are in the school building. Core boards can also travel with students from class to class. 

Students can use core vocabulary boards to have casual conversations with friends, answer a question the teacher asked, or just to communicate wants and needs. The core board provides endless opportunities for students to communicate. 

There are no prerequisites to use core vocabulary. Modeling use of the core board as much as possible is the best way to implement the core board in the classroom. The core board can start with as little as 12 picture symbols and go all the way up to 108 symbols. It is recommended to start with the biggest board as to not limit communication, however core boards with a ranging number of symbols can be used based on student needs. Exposing all students to the core board and having everyone use it to communicate, can support an inclusive environment for all students. 

To evaluate the effectiveness of using a core vocabulary board communication system in the classroom, it is important to keep accurate data. Providing students structured opportunities to use the core board and tracking accuracy will help stakeholders determine comprehension of system. Keeping data on the number of times the student engages with the core board during unstructured times will also be important to determine engagement. ]]> 2023-02-01 21:49:54 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465274974 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465278110 2023-02-01 21:54:22 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465278110 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465292949 Unaided communication involves the use of vocalizations, verbalizations, or gestures to communicate. No materials are needed in unaided communication. 

Unaided communication can be beneficial for young students with ASD who are unable to communicate verbally or also have an intellectual disability.

Teachers and staff will need to model both gestures and speaking to supports students in learning this communication system. Stakeholders will need to be intuitive with students to set students up for success. Modeling gestures or sign language can support students with ASD in communicating unaided. 

Unaided communication is great for yes and no questions, as students can be taught to shake their head yes or no. This no-tech system can help students answer questions when a teacher is trying to prevent behaviors or a meltdown. 

To determine the effectiveness of this strategy, documenting behavioral challenges due to communication deficits will need to be done. Tracking data to see if the student using this strategy is able to successfully get their wants and needs met without any other communication supports will also need to be done. If students are continuing to struggle to communicate or get their wants and needs met, more strategies and systems should be implemented. ]]> 2023-02-01 22:13:33 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465292949 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465294711 2023-02-01 22:16:14 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465294711 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465304506 A strategy to support students with ASD in communicating is modeling. Modeling is an important aspect of teaching students to communicate as well as how to respond to different social situations. 

Modeling can be done for all types of communicators. Teachers can model verbally, in sign language, in gestures, on an AAC device, on a core vocabulary board, using PECS, and any other communication system. 

Modeling can support students with ASD in communicating. Because most students with ASD are visual learners, watching the teacher model communication strategies can help them learn to communicate. By watching the teacher's body language, gestures, and communication, students can pick up on social cues, how to initiate interactions with others, and other communication strategies. 

Teachers can support students in specific social situations. A teacher and student with ASD can role play having a conversation that the student may have with another student. Modeling this conversation can help the student with ASD generalize the skill and use the model to communicate with peers on their own.

Implementing modeling will need to be done all day every day. As an educator, students will always be watching. Providing them the best role model can support students with ASD in developing effective communication skills. This means using proper language, body language, and demonstrating positive social interactions with others. It will also include modeling communication when challenges arise. 

To monitor if modeling is working, keeping data on how students are responding to structured modeling times will need to be done. Structured activities where students need to repeat/do what was modeled will be needed to collect data. ]]> 2023-02-01 22:30:32 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465304506 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465308869 2023-02-01 22:36:35 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465308869 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465318844 Augmentative and alternative communication (AAC) helps individuals who cannot talk prefer not to talk or are hard to understand. AAC are all of the ways that someone communicates besides talking. This can include a speech-generating device, gestures, sign language, written words, and more.

AAC can be low-tech or high-tech. There are many different systems that can be used to meet the needs of students with ASD. More examples will be provided on this Padlet. 

Choosing which AAC device to use for students with ASD should be individualized based on student need. Collaboration with the speech and language pathologist as well as the district's assistive technology team will need to be done to determine which AAC device would best meet the student's needs and for AAC to be implemented successfully.

To determine if the selected AAC system is effective, data should be taken to determine if the system should be continued, altered, or changed. 

AAC can be used anywhere. A great example of using AAC is using a high-tech speech generating device to allow a student with ASD to communicate with peers. This can give a student with ASD access to their peers and feel included in classroom discussions. 


]]> 2023-02-01 22:51:42 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465318844 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465319974 2023-02-01 22:53:33 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465319974 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465322979 Proloquo2Go is a high-tech speech-generating device. It is an application that is downloaded onto an iPad or tablet. 

Proloquo2Go provides endless opportunities for communication. It has pre-loaded communication boards organized by categories making it very user friendly. Proloquo2Go also has a keyboard where speech will be generated from typed words as well. The device can be used anywhere and can be set to almost any language. The device will need to be charged in order for the app to work. 

Proloquo2Go can provide students with ASD the opportunity to live a normal life and participate in events and activities like their same aged peers. The device can support students in making friends, participating in classroom discussions, and allows them to communicate anything they may want or need. 

Implementing Proloquo2Go at school will take some teamwork. The classroom staff, student, and parents will need to be trained by the speech and language pathologist or the assistive technology team. Both staff and student being properly trained is the most important step of implementing this device. Without proper training and modeling, the device will not be as effective. ]]> 2023-02-01 22:58:52 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465322979 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465328329 2023-02-01 23:08:18 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465328329 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465333568 Computers and laptops are high-tech devices that can provide communication support for students with ASD. Computers allows students to type as well use speech-generating tools to speak for them.  

Computers and laptops can be used for students who are able to type, use a mouse, or navigate the device. This can support students in the classroom when writing or speaking may be a challenge. Many students with ASD struggle with fine motor skills and writing. Providing a computer or laptop for the student to type answers or responses can help the student participate and feel included in the classroom. 

Implementing the device can be done after the student has had training from the staff or has been observed successfully using a computer. A laptop is portable, and in many areas, students are issued one beginning in 3rd grade. This means all students have access to the keyboard and it is an easily accessible tool if the school district has provided them to all students. 

To determine the effectiveness of the computer or laptop, papers and assignments can be graded to determine if the device is supporting the student's communication skills. Collecting baseline data and ongoing data in the form of typed responses, will help determine if the device supporting the student successfully. ]]> 2023-02-01 23:17:03 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465333568 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465337414 2023-02-01 23:23:21 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465337414 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465342705 Visuals are a fantastic tool to provide students with ASD to help them communicate. Visuals are a low-tech option that requires a device, printer, and paper. You could also draw your own visual symbols. 

Visuals can be used to support students in following the classroom routine, rules, and expectations. The symbols can also be used to support students in communicating. 

Visuals should be provided to students to encourage communication. Visuals should be made to go along with lessons and activities in the classroom. Objects in the classroom can be labeled with the visuals and visual supports should be located around the classroom to support ongoing communication. 

The speech pathologist and classroom staff should teach the student with ASD how to use visuals. Modeling the implementation of visuals on a regular basis can help students learn to use the visuals and support communication.

Students with ASD often learn best visually. Student can use visuals to order their hot lunch at school. They can point to the pictures of the items they want without having to speak any words. 

To determine the effectiveness of visuals, data should be taken to track the number of times the student interacts with the visuals. It should also be documented where the visuals were used and why. This can help support the creation of more visuals for multiple situations and experiences. 


]]> 2023-02-01 23:31:46 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465342705 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465342931 A program to create your own low-tech visuals. ]]> 2023-02-01 23:32:13 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465342931 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465350970 The Go Talk is a low-tech speech generating device that runs off of batters. Visuals are inserted based on student needs and a person who is able to speak must record the word of the symbol. 

This low-tech option is portable, light weight, and a great option for students with ASD who are not yet verbally communicating. This device is beneficial for students who enjoy technology but are not consumed by the device trying to navigate out of the system to a game. 

The GoTalk should be introduced by a speech and language pathologist. The speech pathologist should teach classroom staff and the student how to use the device. Giving the student ample opportunities to practice will help the student become more successful in communicating. 

To determine effectiveness, formal assessments can be administered to collect data on student progress. If the student is progressing, the student can move from using 4 symbols, all the way up to 32 symbols. 

This device can help students participate in conversations, requesting, labeling, and getting wants and needs met. It is a universal tool that the student can easily take from class to class or events and activities. ]]> 2023-02-01 23:44:00 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465350970 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465352023 2023-02-01 23:45:46 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465352023 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465359061 The Big Mac device is a button that can be pressed to communicate. The button can record up to 2 minutes and can be pressed to speak what was recorded. 

This low-tech device is great for requesting, responding, or asking for help. Pre-record "I need help" for a student, and they can press the button when they need help. Many times, students with ASD will not participate or just sit there if they need help. This button gives them the tool they need to ask the teacher for help. 

To implement the button, the button should be modeled for the student. Activities should be set up to use the button and give the student plenty of opportunities to practice. Multiple buttons can be used as well. Using two buttons for "yes" or "no" can help students communicate. 

To determine effectiveness, data can be collected on the number of times the student presses the button. If the student is successfully using the button, more buttons can be added or another AAC device that offers more opportunities for language can be introduced. 

The Big Mac button is great for young students with ASD who are not yet communicating effectively. Giving the students a "voice" through one button can help not be as over stimulating as other AAC options. ]]> 2023-02-01 23:55:50 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465359061 kmartz4 https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465359397 2023-02-01 23:56:26 UTC https://padlet.com/kmartz4/ebrea0e2xbbnalsl/wish/2465359397