Static board displays are low-tech visual communication tools often utilized in classrooms to assist students with ASD. They provide a consistent and tangible reference for students, helping them to understand routine activities, expectations, and transitions. Implementing static board displays can promote independence and reduce anxiety related to communication.

Scenario

It would be appropriate to use a static board display when first introducing the idea of a communication tool with a student to help the student explore symbol-based communication.

Steps for Implementation

• Assessment:

  • Understand the student's current communication abilities, preferences, and needs.

  • Consider the student's motor skills, visual preferences, and any sensory considerations.

• Select Symbols:

  • Choose symbols that are meaningful to the student and relevant to their daily life.

  • Start with high-frequency and motivating items or activities.

  • Symbols can include pictures, photographs, or icons representing objects, actions, and concepts.

• Organize the Board:

  • Arrange symbols on the communication board based on what it will be used for.

  • Make sure the layout is visually clear and the symbols are easily distinguishable.

• Core and Fringe Vocabulary:

  • Use core vocabulary (commonly used words) and fringe vocabulary (specific to individual needs or interests).

  • Core words allow for a wide range of communication, while fringe words address specific interests or requests.

• Modeling:

  • Model the use of the communication board for the student. Show how to point or touch symbols to express needs, wants, or share information.

  • Use verbal language alongside pointing to reinforce the connection between symbols and words.

• Teaching and Reinforcement:

  • Provide explicit instruction on how to use the communication board.

  • Use positive reinforcement, such as praise or preferred items or activities, when the student successfully communicates using the board.

• Consistency:

  • Be consistent in using the communication board across environments and with different communication partners.

  • Ensure that caregivers, teachers, and support staff are aware of and trained in using the communication system.

• Individualize:

  • Tailor the communication board to the individual student's needs, preferences, and abilities.

  • Regularly assess and update the symbols based on the student's progress and changing interests.

• Create Communication Opportunities:

  • Create situations where the student has opportunities to use the communication board, such as during lunch time, play, or daily routines.

• Monitor

  • Monitor the student's progress and move to dynamic boards when ready.

  • Seek feedback from other team members

Evaluating Effectiveness

• Baseline Assessment:

  • Conduct a baseline assessment before introducing the communication board to understand the student's current communication abilities, preferences, and challenges.

  • Observe how the student communicates, whether verbally, through gestures, or other means.

• Set Clear Objectives:

  • Set clear and measurable objectives for introducing the communication board.

• Data Collection:

  • Use systematic data collection methods to track the student's use of the communication board. Record instances when the student successfully communicates using the board and what was communicated.

• Observation:

  • Regularly observe the student to see how consistently they use the communication board.

  • Note any changes in communication patterns or improvements over time.

• Communication Partners' Feedback:

  • Collect feedback from individuals who interact with the student, such as teachers and staff members. Ask about their observations of the student's communication effectiveness with the board.

• Response to Instruction:

  • Evaluate how the student responds to explicit instruction and modeling of communication board use. Notice if they can follow instructions to express needs, wants, or preferences.

• Engagement and Motivation:

  • Consider the student's engagement level and motivation when using the communication board. Increased motivation can be evidence of effectiveness.

• Frequency of Use:

  • Track the frequency with which the student uses the communication board in comparison to their previous communication methods.

  • Notice if the student initiates communication independently using the board.

• Functional Communication:

  • Evaluate the functional effectiveness of the communication board by assessing whether it helps the student meet their daily communication needs and participate more actively in various activities.

Link

https://allaboutaac.wordpress.com/considerations/type-of-display/

Social stories are a low-tech, personalized and effective approach to teaching students with ASD about social interactions, behaviors, and perceptions. By breaking down complex social concepts into understandable narratives, social stories can significantly enhance the student's ability to interact and communicate in various social settings.

Scenario

A student who has difficulty transitioning from the classroom to PE due to the noise level would benefit from a social story. The story should use words and pictures to introduce the idea of the transition. It should include a schedule as to when this occurs, the expected behaviors and what will take place during PE. This will help the student to understand the steps involve in the transition, can help reduce anxiety, and increase the likelihood of the student demonstrating appropriate behaviors.

Steps for Implementation

1. Identify Target Skills or Behaviors:

   • Determine specific social skills or behaviors that the student needs to develop. This could include skills such as initiating conversations, taking turns, making eye contact, or following social cues.

2. Create a Clear Goal for the Social Story:

   • Establish a clear and specific goal for the social story. Define what you want the student to learn or achieve through the story.

3. Gather Information:

   • Collect information about the student's preferences, interests, and any challenges they may face in social situations. This will help make the social story more personalized and engaging.

4. Write the Social Story:

   • Structure the social story using simple and clear language. Use visual supports, such as pictures or icons, to enhance understanding.

   • Follow a positive and supportive tone. Highlight the expected behaviors and positive outcomes.

   • Include information about the social setting, the people involved, and the expected social behaviors.

5. Include Perspectives of Others:

   • Integrate perspectives of others in the social story. Help the student understand how their actions may impact others and the importance of considering others' feelings.

6. Incorporate Visuals:

   • Use visuals to support comprehension. Include pictures or drawings to illustrate key points and to make the social story more engaging.

   • Visual supports can also include social cues, facial expressions, or body language that the student should pay attention to in various social settings.

7. Make it Personal:

   • Personalize the social story to make it relevant to the student's experiences. Include specific examples related to the student's life and experiences.

8. Read and Review Together:

   • Read the social story with the student regularly. Review the story before anticipated social situations to reinforce the expected behaviors.

   • Encourage the student to ask questions and discuss the content of the social story.

9. Role Play and Practice:

   • Engage in role-playing activities to practice the skills highlighted in the social story. Provide opportunities for the student to practice the expected behaviors in a controlled and supportive environment.

10. Reinforce Positive Behaviors:

    • Provide positive reinforcement when the student demonstrates the desired social behaviors. Acknowledge and praise their efforts.

11. Generalization:

    • Encourage the generalization of learned skills to various social settings. Gradually expose the student to different situations where they can apply the social skills learned from the social story.

12. Monitor Progress:

    • Continuously monitor the student's progress. Assess whether the social story is effectively supporting their social communication skills, and make adjustments as needed.

13. Collaborate with Others:

    • Share the social story with teachers, caregivers, and other relevant individuals involved in the student's life. Collaborate to ensure consistency in expectations and support across different settings.

Evaluating Effectiveness

1. Establish Clear Objectives:

   • Clearly define the objectives of the social story. Identify specific social skills or behaviors that the social story aims to improve.

2. Baseline Assessment:

   • Conduct a baseline assessment before introducing the social story. Observe and document the student's social interaction skills, communication abilities, and behavior in different social settings.

3. Select Measurable Indicators:

   • Choose measurable indicators that align with the objectives of the social story. These indicators could include specific social behaviors, communication initiations, or responses to social cues.

4. Data Collection:

   • Implement systematic data collection methods to track the student's progress. Collect data on targeted behaviors in different social settings before, during, and after the introduction of the social story.

5. Behavioral Observations:

   • Conduct behavioral observations in various social situations to assess whether the student is applying the skills learned from the social story.

   • Note any changes in the frequency and quality of targeted behaviors.

6. Feedback from Others:

   • Gather feedback from teachers, caregivers, and other individuals who interact with the student in different social settings. Ask for observations regarding changes in the student's social communication behaviors.

7. Self-Reflection and Self-Monitoring:

   • Encourage the student to reflect on their own social interactions. Use self-monitoring tools or prompts to help them assess their behavior and communication in different contexts.

8. Structured Social Situations:

   • Create structured social situations to assess the application of social story skills. These could include role-playing scenarios or simulated social settings where the student can practice and demonstrate learned behaviors.

9. Generalization Across Settings:

   • Evaluate the extent to which the student generalizes the learned skills across different social settings. Assess whether improvements in one setting extend to others.

10. Social Feedback and Peer Interaction:

    • Observe the student's interactions with peers and solicit feedback from peers regarding the student's social communication. Positive feedback from peers can be an indicator of social story effectiveness.

11. Progress Monitoring:

    • Regularly monitor the student's progress over time. Track changes in behavior, communication skills, and social interactions to determine whether there is a consistent positive trend.

12. Parent/Caregiver Involvement:

    • Involve parents or caregivers in the evaluation process. Gather insights into the student's behavior at home and their ability to apply social story skills in different family and community settings.

13. Adaptations and Adjustments:

    • Assess whether adaptations or adjustments to the social story are needed based on the student's responses and progress. Modify the story or implement additional strategies as necessary.

14. Comparison to Baseline:

    • Compare the student's current performance to the baseline assessment conducted before introducing the social story. Look for improvements in targeted behaviors and social communication skills.

15. Collaboration with Professionals:

    • Collaborate with speech and language therapists, special education professionals, and other relevant specialists to gain insights and recommendations for ongoing support.

Link

https://www.friendshipcircle.org/blog/2013/02/11/12-computer-programs-websites-and-apps-for-making-social-stories

Explanation

Visual schedules are low-tech indispensable tools for students with ASD, providing a visual representation of daily or weekly schedules. They help in reducing uncertainty and anxiety, promoting independence, and improving understanding of sequence and time management. Visual schedules can be customized to fit the student's individual needs, making them a highly versatile intervention strategy.

Scenario

A student with ASD who has difficulty with verbal instructions and is learning to get ready for school independently could benefit from the usage of visual schedule. A visual schedule can be introduced to support their morning routine and enhance their ability to interact and communicate effectively. The visual schedule should include each step that is required of the student so that the student can experience increased independence, reduced anxiety, enhanced communication, and improved social interaction.

Steps for Implementation

1. Assessment:

   • Understand the student's individual needs, strengths, and challenges. Consider their communication style, sensory preferences, and the level of structure they require.

2. Identify Daily Activities:

   • List the student's daily activities and routines. This may include academic subjects, breaks, lunchtime, therapy sessions, and any other specific activities.

3. Select Visual Schedule Format:

   • Choose a visual schedule format that suits the student's preferences and comprehension level. Options include:

     • Picture-Based Schedules: Use images or symbols to represent each activity.

     • Written Schedules: Use words or a combination of words and images to describe activities.

     • Objects or Objects with Velcro: Attach objects or images to a board, allowing the student to physically move items from "to-do" to "completed."

4. Create Visual Supports:

   • Prepare visual representations of each activity. This could involve using pictures, icons, words, or a combination. Ensure that the visuals are clear, simple, and easily recognizable by the student.

5. Sequence Activities:

   • Arrange the visuals in the order of the day's activities. Start with a clear indication of the beginning and end of the day to provide an overall structure.

6. Introduce the Visual Schedule:

   • Introduce the visual schedule to the student in a supportive and positive manner. Explain that it will help them understand what activities are coming up throughout the day.

7. Review the Schedule:

   • Review the visual schedule with the student at the beginning of the day. Go through each activity and briefly discuss what to expect.

8. Use Visual Prompts:

   • Place the visual schedule in a prominent location where the student can easily see it. Some students may benefit from having a smaller portable version to carry with them.

9. Refer to the Schedule Throughout the Day:

   • Encourage the student to refer to the visual schedule independently or with support as needed. Use it as a reference point to discuss upcoming activities or transitions.

10. Incorporate Transition Warnings:

    • If transitions between activities can be challenging, use the visual schedule to provide warnings. For example, indicate that a transition will occur in 5 minutes, then 2 minutes, to prepare the student for the change.

11. Celebrate Completed Activities:

    • Allow the student to move or check off completed activities on the visual schedule. Celebrate their accomplishments and progress.

12. Adjust and Personalize:

    • Be flexible and willing to adjust the visual schedule based on the student's needs. Personalize it to include preferred activities, special interests, or sensory breaks.

13. Gradual Independence:

    • Over time, encourage the student to use the visual schedule more independently. This fosters a sense of self-regulation and empowerment.

14. Consistency and Routine:

    • Maintain consistency in using the visual schedule across different environments. Collaborate with other educators, caregivers, and support staff to ensure continuity.

15. Regularly Update:

    • Update the visual schedule as needed to reflect changes in the daily routine or special events. This helps the student anticipate and adapt to variations in the schedule.

Evaluating Effectiveness

1. Baseline Assessment:

   • Conduct a baseline assessment before introducing the visual schedule. Observe and document the student's behavior, comprehension, and engagement levels during daily activities without the use of visual supports.

2. Identify Specific Goals:

   • Clearly define the goals you aim to achieve with the visual schedule. This could include increased comprehension of daily routines, improved transitions, enhanced engagement in activities, or greater independence.

3. Collect Data:

   • Use systematic data collection methods to track the student's behavior and engagement. Collect data on specific behaviors, such as following the schedule, independently referring to it, and completing activities.

4. Observations:

   • Observe the student during various activities, paying attention to how well they follow the visual schedule, whether they refer to it independently, and how it influences their behavior and engagement.

5. Interviews and Surveys:

   • Gather feedback from teachers, caregivers, and support staff. Conduct interviews or surveys to understand their observations and perspectives on the student's use of the visual schedule and its impact on comprehension and engagement.

6. Review Progress Over Time:

   • Compare the current behavior and engagement levels with the baseline data. Look for patterns, trends, and improvements over time.

7. Assess Transitions:

   • Focus on how well the visual schedule supports the student during transitions between activities. Evaluate whether the student demonstrates increased independence and a smoother transition process.

8. Check for Generalization:

   • Assess whether the student generalizes the use of visual schedules across different settings and activities. A successful intervention should positively impact the student's overall functioning, not just in specific situations.

9. Seek Student Feedback:

   • Depending on the student's communication abilities, seek their feedback through visual supports, gestures, or verbal communication. Observe whether they express preferences or opinions regarding the visual schedule.

10. Review Individualized Goals:

    • If the student has individualized goals related to communication or social skills, review those goals and assess whether the visual schedule contributes to achieving those objectives.

11. Consider Changes in Behavior:

    • Evaluate whether the introduction of visual schedules has resulted in positive changes in the student's behavior, such as decreased anxiety, increased independence, or improved participation in activities.

12. Collaborate with Others:

    • Collaborate with speech and language therapists, special education professionals, and other relevant specialists to gain insights and recommendations for ongoing support. Ensure that everyone involved is aware of and consistent in implementing the visual schedule.

13. Modify and Adapt:

    • Based on the evaluation findings, be open to modifying and adapting the visual schedule as needed. Individualize the supports to better meet the student's evolving needs and preferences.

14. Longitudinal Assessment:

    • Conduct longitudinal assessments to monitor the sustained impact of visual schedules over an extended period. This helps identify trends and patterns in the student's progress.

15. Celebrate Successes:

    • Recognize and celebrate the successes and achievements of the student. Positive reinforcement can further enhance the effectiveness of visual schedules.

Link

https://ed-psych.utah.edu/school-psych/_resources/documents/grants/autism-training-grant/Visual-Schedules-Practical-Guide-for-Families.pdf

The Picture Exchange Communication System (PECS) is a low-tech augmentative and alternative communication system designed specifically for individuals with ASD. It focuses on developing communication skills through the exchange of pictures. PECS encourages initiation of communication and is particularly useful for those with limited or no verbal communication skills.

Scenario

A student with ASD that just started pre-school has limited verbal communication skills. The student has difficulty with transitions, which makes it difficult for her to adapt to the new classroom's routines and to communicate her needs and preferences. The student finds it difficult to express themself verbally which can lead to potential frustration and meltdowns. PECS can be introduced to support the student's communication during the transition to the new classroom routine. The system should be individualized to address specific challenges and enhance the student's ability to interact and communicate effectively.

Steps for Implementation

1. Assessment and Individualized Planning:

   • Conduct an assessment to understand the student's communication strengths, preferences, and challenges. Identify specific communication goals, such as requesting, commenting, or sharing information.

2. Select Appropriate Phase:

   • PECS consists of several phases, starting with basic requesting and progressing to more complex communication functions. Determine which phase is most suitable for the student's current communication abilities.

3. Create a Communication Book or Binder:

   • Prepare a communication book or binder to house the PECS symbols.

4. Select Core Vocabulary:

   • Choose a set of core vocabulary words that are relevant to the student's daily activities and communication needs. These should be words that can be used in various contexts.

5. Introduce PECS to the Student:

   • Begin with a small set of PECS symbols and introduce the concept by demonstrating how to exchange a picture for an item or activity they desire.

6. Establish Motivation:

   • Identify highly motivating items or activities for the student. Use these preferred items to encourage the use of PECS by making them available by using PECS.

7. Modeling:

   • Model the use of PECS by initiating communication with the student. Demonstrate how to take a symbol from the communication book, give it to a communication partner, and receive the requested item or activity in return.

8. Reinforce and Reward:

   • Reinforce successful communication attempts with immediate access to the desired item or activity. Provide positive reinforcement, praise, or a reward to encourage continued use of PECS.

9. Gradual Expansion of Vocabulary:

   • As the student becomes more independent with the initial set of PECS symbols, gradually introduce new symbols and expand the vocabulary. Ensure that the symbols are relevant to the student's changing needs.

10. Systematic Practice:

    • Engage in frequent practice sessions using PECS. Incorporate communication opportunities throughout the day to reinforce and generalize the use of symbols.

11. Transition to Next Phase:

    • Once the student is comfortable with current phase, transition to the next phase.

12. Monitor Progress and Adjust:

    • Regularly monitor the student's progress with PECS. Make adjustments to the system based on the student's growing communication skills.

13. Transition to Speech:

    • While PECS is a valuable tool, the ultimate goal is often to transition the student to speech or other forms of communication. Work collaboratively with speech and language therapists to support this transition.

Evaluating Effectiveness

1. Establish Clear Objectives:

   • Clearly determine the communication objectives you aim to achieve with PECS.

2. Baseline Assessment:

   • Conduct a baseline assessment before introducing PECS. Observe and document the student's communication skills, comprehension levels, and engagement in communication without the use of PECS.

3. Identify Target Behaviors:

   • Define specific target behaviors related to the use of PECS, such as initiating communication, exchanging symbols, and understanding symbols as a means of communication.

4. Data Collection:

   • Take data to track the student's progress. Collect data on targeted behaviors during communication opportunities with and without the use of PECS.

5. Observations:

   • Observe the student's engagement during communication activities that involve the use of PECS. Assess their ability to initiate communication, select appropriate symbols, and effectively exchange them with communication partners.

6. Communication Partner Feedback:

   • Gather feedback from communication partners, including teachers, staff members, and care givers. Ask about their observations regarding the student's comprehension, engagement, and the effectiveness of PECS in facilitating communication.

7. Review Progress Over Time:

   • Compare the current behavior and communication skills with the baseline data. Look for patterns, trends, and improvements over time.

8. Assess Generalization:

   • Determine whether the student generalizes the use of PECS across different settings, communication partners, and activities.

9. Use of Core Vocabulary:

   • Assess the student's use of core vocabulary within PECS.

10. Independence in Communication:

    • Evaluate the student's level of independence in using PECS. Assess whether they initiate communication, select symbols without prompting, and effectively communicate their needs and preferences.

11. Functional Communication:

    • Determine the functional communication outcomes achieved through the use of PECS. This could include successful requests, comments, and expressions of preferences.

12. Regular Review and Modification:

    • Regularly review and, if necessary, modify the PECS system based on the student's progress and changing communication needs. Be mindful of the student's changing skills and preferences.

13. Transition to Speech:

    • If appropriate, consider the student's progress toward transitioning from PECS to other forms of communication, such as verbal communication.

Link

https://pecsusa.com/pecs/

Communication books are essential, low-tech, tools for enhancing communication for individuals with ASD. These books contain pictures, symbols, or words that represent the student's thoughts, needs, and preferences. They serve as a portable and accessible means for students to express themselves and interact more effectively with others.

Scenario

A student with ASD has strong receptive language skills, but has challenges in expressive communication in unfamiliar or social situations. The student also has difficulty with initiating and maintaining social interactions, as well as expressing their preferences, needs, and thoughts verbally.

Steps for Implementation

1. Assessment and Individualized Planning:

   • Conduct an assessment to understand the student's communication strengths, challenges, and preferences. Identify specific communication goals and the types of messages the student needs to communicate.

2. Identify Key Communication Needs:

   • Determine the key communication needs of the student. These may include expressing preferences, making requests, indicating emotions, or initiating social interactions.

3. Create Visual Supports:

   • Develop visual supports for the communication book. Use symbols, pictures, or words that represent the student's daily activities, needs, and interests. Ensure that the visuals are clear, easily recognizable, and relevant to the student.

4. Incorporate Core Vocabulary:

   • Include core vocabulary words in the communication book. Core words are high-frequency words that can be used across various situations. Examples include "I want," "more," "finished," and "help."

5. Introduce the Communication Book:

   • Introduce the communication book to the student in a positive and supportive manner. Explain its purpose and how it can help them communicate. Ensure the student understands the meaning of the symbols or words.

6. Modeling and Practice:

   • Model how to use the communication book by selecting symbols and demonstrating communication. Encourage the student to practice using the book in structured settings.

7. Reinforcement and Positive Feedback:

   • Reinforce the student's attempts to use the communication book with positive feedback and immediate access to desired items or activities. Positive reinforcement encourages continued use.

8. Individualized Symbol Selection:

   • Customize the communication book by selecting symbols that are meaningful to the student. Consider their preferences, interests, and the specific messages they need to convey.

9. Integration into Daily Activities:

   • Integrate the use of the communication book into the student's daily activities. Use it during routines, transitions, and various settings to provide opportunities for communication.

10. Regular Review and Updates:

    • Regularly review and update the communication book based on the student's changing needs and progress. Make sure that it continues to meet the student's communication goals.

11. Collaboration with Team Members:

    • Collaborate with teachers, speech and language therapists, and other professionals working with the student. Ensure consistency in implementing the communication book across different settings.

12. Promote Generalization of Skills:

    • Encourage the generalization of communication skills across various environments. The goal is for the student to apply their communication skills with the book in different settings and with different communication partners.

Evaluating Effectiveness

1. Establish Clear Objectives:

   • Clearly define the communication objectives you aim to achieve with the use of the communication book. Objectives may include increased expressive communication, improved comprehension, and enhanced engagement in social interactions.

2. Baseline Assessment:

   • Conduct a baseline assessment before introducing the communication book. Observe and document the student's communication skills, comprehension levels, and engagement in communication without the use of the book.

3. Identify Target Behaviors:

   • Define specific target behaviors related to the use of the communication book, such as initiating communication, selecting appropriate symbols, and effectively communicating needs or preferences.

4. Data Collection:

   • Take data to track the student's progress. Collect data on targeted behaviors during communication opportunities with and without the use of the communication book.

5. Observations:

   • Observe the student's engagement during communication activities that involve the use of the communication book. Assess their ability to independently refer to the book, select symbols, and effectively communicate with others.

6. Communication Partner Feedback:

   • Gather feedback from communication partners, including teachers, staff members, and caregivers. Ask about their observations regarding the student's comprehension, engagement, and the effectiveness of the communication book in facilitating communication.

7. Review Progress Over Time:

   • Compare the current behavior and communication skills with the baseline data. Look for patterns, trends, and improvements over time.

8. Assess Generalization:

   • Evaluate whether the student generalizes the use of the communication book across different settings, communication partners, and activities.

9. Use of Core Vocabulary:

   • Assess the student's use of core vocabulary within the communication book. Core vocabulary symbols should be relevant and applicable to various communication needs.

10. Independence in Communication:

    • Evaluate the student's level of independence in using the communication book. Assess whether they initiate communication, select symbols without prompting, and effectively communicate their needs and preferences.

11. Functional Communication:

    • Determine the functional communication outcomes achieved through the use of the communication book. This could include successful requests, comments, and expressions of preferences.

12. Addressing Communication Frustration:

    • Monitor and assess whether the introduction of the communication book has contributed to a reduction in communication frustration for the student. A successful tool should enhance the student's ability to express themselves and understand others.

13. Regular Review and Modification:

    • Regularly review and, if necessary, modify the communication book based on the student's progress and changing communication needs. Be aware of the student's changing skills and preferences.

14. Promote Independence:

    • Encourage the student's independence in using the communication book. Assess their ability to access and use the book without constant prompting.

Link

https://teachingautism.co.uk/shop/autism-communication-book-with-symbols/

Explanation

Go Talk is an easy-to-use, affordable AAC (Augmentative and Alternative Communication) device that offers customizable options for individuals with communication challenges. Its simplicity and effectiveness make it a popular choice among teachers and speech therapists working with students with ASD.

Scenario

Steps for Implementation

Evaluating Effectiveness

Link

https://www.youtube.com/watch?v=RZ3LW-Z3bfg

Spring Board Lite is a high tech, portable AAC device designed to support language development and communication for individuals with ASD. Its user-friendly interface and customizable features allow for a tailored communication experience, fostering independence and social interaction.

Scenario

A student experiences challenges in expressive communication. The student is part of a mainstream classroom setting, and her limited verbal communication poses barriers to expressing thoughts, needs, and engaging in social interactions. The school team, including a speech and language therapist, decides to introduce SpringBoard Lite to support the student's communication. During a group activity in the classroom, students are discussing their favorite animals and sharing interesting facts. The student, who is passionate about animals, wants to actively participate but faces difficulty expressing herself verbally.

Steps for Implementation

Assessment:

• Conduct a comprehensive assessment of the student's communication abilities, preferences, and challenges. Identify specific communication goals and the level of support needed.

Selecting the Device:

• Choose an appropriate device that supports the SpringBoard Lite app. This could be an iPad or a tablet with the app installed, depending on the student's motor skills and visual preferences.

Customization of Communication Pages:

• Customize communication pages within the SpringBoard Lite app to align with the student's interests, daily activities, and communication goals. Tailor the vocabulary, symbols, and organization to make it intuitive for the individual.

• Introduction to the Device:

  • Introduce the SpringBoard Lite app gradually in a positive and supportive environment. Familiarize the student with the touch screen features and the layout of communication pages.

• Teaching Basic Operation:

  • Teach the student how to navigate within the SpringBoard Lite app. Demonstrate how to make selections, navigate through communication pages, and use the app to express basic needs and preferences.

• Modeling and Practice:

  • Model the use of SpringBoard Lite during different activities. Encourage the student to practice using the app in structured settings, such as during therapy sessions, academic tasks, or social interactions.

• Integration into Daily Activities:

  • Gradually integrate the use of SpringBoard Lite into the student's daily activities. Ensure that the device is readily available and incorporated into various routines, transitions, and communication opportunities.

• Collaboration with Team Members:

  • Collaborate with teachers, support staff, and other professionals working with the student. Ensure consistent implementation of SpringBoard Lite across different settings and activities.

Evaluating Effectiveness

• Data Collection:

  • Use systematic data collection methods to track the student's progress with SpringBoard Lite. Collect data on targeted behaviors, such as communication initiation, vocabulary usage, and overall engagement.

• Observations:

  • Observe the student's engagement during various activities involving the use of SpringBoard Lite. Assess their ability to communicate effectively and independently with the app.

• Communication Partner Feedback:

  • Gather feedback from communication partners, including teachers, caregivers, and peers. Inquire about their observations regarding the student's comprehension, engagement, and the overall impact of SpringBoard Lite on communication.

• Review Progress Over Time:

  • Compare the current behavior and communication skills with the baseline data. Look for patterns, trends, and improvements over time.

• Assess Generalization:

  • Evaluate whether the student generalizes the use of SpringBoard Lite across different settings, communication partners, and activities. A successful communication tool should be applicable in various contexts.

• Independence in Communication:

  • Assess the student's level of independence in using SpringBoard Lite. Evaluate whether they initiate communication, select messages without prompting, and effectively communicate their needs and preferences.

• Reduction in Communication Frustration:

  • Monitor and assess whether the introduction of SpringBoard Lite has contributed to a reduction in communication frustration for the student. A successful tool should enhance the student's ability to express themselves and understand others.

• Feedback from Speech and Language Professionals:

  • Collaborate with speech and language therapists or professionals involved in the student's communication development. Seek their insights and recommendations for ongoing support and adjustments to the use of SpringBoard Lite.

• Regular Review and Modification:

  • Regularly review and, if necessary, modify the vocabulary and customization within SpringBoard Lite based on the student's progress and changing communication needs. Ensure that the app remains relevant and effective.

• Promote Independence:

  • Encourage the student's independence in using SpringBoard Lite. Assess their ability to access and use the app without constant prompting.

Link

http://teachinglearnerswithmultipleneeds.blogspot.com/2008/02/springboard-lite-from-prc.html

Tobii Dynavox is a high-tech communication device that offers innovative solutions that promote communication for individuals with ASD. The devices feature eye-tracking technology, allowing users to communicate through gaze interaction, making it accessible for individuals with various levels of physical ability.

Scenario

A high school student with ASD faces challenges in expressive and receptive communication. This student is non-verbal and struggles with traditional forms of communication. The student has a range of interests, but limited means of expression hinder the student's ability to share thoughts, needs, and preferences. During a science experiment, the teacher notices the student showing enthusiasm for hands on activities, while also struggling to convey observations or ask questions related to the experiment. This lack of communication affects the overall engagement and participation in the learning experience.

Steps for Implementation

• Assessment:

  • Conduct a thorough assessment of the student's communication abilities, preferences, and challenges. Identify specific communication goals and the level of support needed.

• Selecting the Device Model:

  • Choose an appropriate Tobii Dynavox device model based on the student's motor abilities, visual preferences, and communication requirements. Consider whether eye-tracking technology is suitable for the individual.

• Customization of Communication Pages:

  • Work with a speech and language therapist to customize communication pages on the Tobii Dynavox device. Tailor the vocabulary, symbols, and organization to match the student's interests, daily activities, and communication goals.

• Introducing the Device:

  • Introduce the Tobii Dynavox device gradually in a positive and supportive environment. Familiarize the student with the touch screen or eye-tracking features. Allow them to explore and interact with the device at their own pace.

• Teaching Basic Operation:

  • Teach the student how to operate the Tobii Dynavox device. Demonstrate how to make selections, navigate through communication pages, and use the device to express basic needs and preferences.

• Modeling and Practice:

  • Model the use of Tobii Dynavox during different activities. Encourage the student to practice using the device in structured settings, such as during therapy sessions, academic tasks, or social interactions.

• Integration into Daily Activities:

  • Gradually integrate the use of Tobii Dynavox into the student's daily activities. Ensure that the device is readily available and incorporated into various routines, transitions, and communication opportunities.

• Collaboration with Team Members:

  • Collaborate with teachers, support staff, and other professionals working with the student. Ensure consistent implementation of Tobii Dynavox across different settings and activities.

• Monitoring Progress:

  • Regularly monitor the student's progress in using Tobii Dynavox. Assess their ability to independently operate the device, the effectiveness of their communication attempts, and improvements in engagement.

Evaluating Effectiveness

• Baseline Assessment:

  • Conduct a baseline assessment before introducing Tobii Dynavox. Observe and document the student's communication skills, engagement levels, and comprehension without the use of the device.

• Data Collection:

  • Use systematic data collection methods to track the student's progress with Tobii Dynavox. Collect data on targeted behaviors, such as communication initiation, vocabulary usage, and overall engagement.

• Observations:

  • Observe the student's engagement during various activities involving the use of Tobii Dynavox. Assess their ability to communicate effectively and independently with the device.

• Communication Partner Feedback:

  • Gather feedback from communication partners, including teachers, caregivers, and peers. Inquire about their observations regarding the student's comprehension, engagement, and the overall impact of Tobii Dynavox on communication.

• Review Progress Over Time:

  • Compare the current behavior and communication skills with the baseline data. Look for patterns, trends, and improvements over time.

• Assess Generalization:

  • Evaluate whether the student generalizes the use of Tobii Dynavox across different settings, communication partners, and activities. A successful communication tool should be applicable in various contexts.

• Independence in Communication:

  • Assess the student's level of independence in using Tobii Dynavox. Evaluate whether they initiate communication, select messages without prompting, and effectively communicate their needs and preferences.

• Reduction in Communication Frustration:

  • Monitor and assess whether the introduction of Tobii Dynavox has contributed to a reduction in communication frustration for the student. A successful tool should enhance the student's ability to express themselves and understand others.

• Feedback from Speech and Language Professionals:

  • Collaborate with speech and language therapists or professionals involved in the student's communication development. Seek their insights and recommendations for ongoing support and adjustments to the use of Tobii Dynavox.

• Regular Review and Modification:

  • Regularly review and, if necessary, modify the vocabulary and customization within Tobii Dynavox based on the student's progress and changing communication needs. Ensure that the device remains relevant and effective.

• Social Interaction:

  • Assess the impact of Tobii Dynavox on social interactions. Observe whether the student uses the device to initiate conversations, respond to peers, or participate in group activities.

• Promote Independence:

  • Encourage the student's independence in using Tobii Dynavox. Assess their ability to access and use the device without constant prompting.

Link

https://www.youtube.com/watch?v=hHTlOhDphIc

The Big Mack is a simple, low-tech, one-button AAC device that enables individuals with communication challenges to convey a single message such as making a request or communicating a need. It's particularly suitable for beginners in AAC, providing a straightforward means of expression.

Scenario

A student with ASD has limited verbal communication skills and finds it challenging to express their basic needs and preferences. The student struggles to initiate communication, leading to frustration and difficulty in participating fully in classroom activities. The Big Mack can be helpful in communicating a basic need such as requesting a break, indicating when they need help, or indicating when they need to use the restroom.

Steps for Implementation

1. Assessment and Individualized Planning:

   • Conduct an assessment to understand the student's communication strengths, challenges, and preferences.

2. Identify Key Communication Needs:

   • Determine the key communication needs of the student. These may include requesting a break, expressing preferences, seeking help, or indicating basic needs.

3. Introduce the Big Mack Device:

   • Introduce the Big Mack device to the student in a positive and supportive manner. Familiarize them with the device's appearance, the large activation surface, and the concept of recording and playing messages.

4. Demonstrate Recording:

   • Demonstrate how to record a message on the Big Mack. Use simple and clear language during the demonstration. Allow the student to observe the process of pressing the device to record and playback.

5. Select Key Message:

   • Identify the specific message that will be recorded on the Big Mack. Choose a message that addresses the student's immediate communication needs. Examples include "I need a break," "Can you help me?" or "I like this."

6. Record Personalized Message:

   • Record the selected message on the Big Mack using the student's own voice or a similar sounding voice. Ensure that the messages are recorded clearly and at a pace the student can understand.

7. Modeling and Practice:

   • Model how to use the Big Mack by demonstrating the pressing of the device to play the recorded message. Encourage the student to practice using the device in structured settings. Provide verbal positive reinforcement for their attempts.

8. Reinforcement and Positive Feedback:

   • Reinforce the student's attempts to use the Big Mack with positive feedback and immediate access to the desired outcome. Positive reinforcement encourages the student to continue using the device.

9. Integration into Daily Activities:

   • Integrate the use of the Big Mack into the student's daily activities. Place the device within easy reach, and encourage the student to use it to communicate during various tasks, transitions, or as needed.

10. Monitoring Progress:

    • Regularly monitor the student's progress in using the Big Mack. Assess their ability to independently use the device (or how much prompting is needed), the effectiveness of the recorded messages, and any improvements in their communication attempts.

11. Regular Review and Updates:

    • Regularly review and, if necessary, update the recorded message on the Big Mack based on the student's evolving needs and progress. Ensure that the messages remains relevant and meets the student's communication goals.

12. Collaboration with Team Members:

    • Collaborate with support staff and other professionals working with the student. Ensure consistent implementation of the Big Mack across different settings and activities.

13. Promote Independence:

    • Encourage the student's independence in using the Big Mack. Assess their ability to access and use the device without constant prompting.

14. Transition Planning:

    • If appropriate, consider how the use of the Big Mack aligns with the student's long-term communication goals. Collaborate with the speech and language therapist to plan for potential transitions to other communication systems or methods.

Evaluating Effectiveness

1. Establish Clear Objectives:

   • Clearly define the communication objectives you aim to achieve with the use of the Big Mack. Objectives may include increased expressive communication, improved comprehension, and enhanced engagement in social interactions.

2. Baseline Assessment:

   • Conduct a baseline assessment before introducing the Big Mack. Observe and document the student's communication skills, comprehension levels, and engagement in communication without the use of the device.

3. Data Collection:

   • Take data to track the student's progress. Collect data on targeted behaviors during communication opportunities with and without the use of the Big Mack.

4. Observations:

   • Observe the student's engagement during communication activities that involve the use of the Big Mack. Assess their ability to independently use the device and effectively communicate with others.

5. Communication Partner Feedback:

   • Gather feedback from communication partners, including teachers, caregivers, and peers. Inquire about their observations regarding the student's comprehension, engagement, and the effectiveness of the Big Mack in facilitating communication.

6. Review Progress Over Time:

   • Compare the current behavior and communication skills with the baseline data. Look for patterns, trends, and improvements over time.

7. Assess Generalization:

   • Evaluate whether the student generalizes the use of the Big Mack across different settings, communication partners, and activities. A successful communication tool should be applicable in various contexts.

8. Independence in Communication:

   • Assess the student's level of independence in using the Big Mack. Evaluate whether they initiate communication, use the Big Mack without prompting, and effectively communicate their needs and preferences.

9. Functional Communication:

   • Determine the functional communication outcomes achieved through the use of the Big Mack. This could include successful requests, comments, and expressions of preferences.

10. Addressing Communication Frustration:

    • Monitor and assess whether the introduction of the Big Mack has contributed to a reduction in communication frustration for the student. A successful tool should enhance the student's ability to express themselves and understand others.

11. Feedback from Speech and Language Professionals:

    • Collaborate with speech and language therapists or professionals involved in the student's communication development. Seek their insights and recommendations for ongoing support and adjustments to the use of the Big Mack.

Link

https://www.youtube.com/watch?v=4KtxhYZyQWE

Proloquo2Go is a high-tech comprehensive AAC app that transforms iPads into communication aids for individuals with ASD and other communication disorders. It features an extensive vocabulary database, customizable options, and user-friendly interface, making it a versatile tool for enhanced communication.

Scenario

A nonverbal student with ASD has difficulty expressing his needs and preferences. This creates a communication gap that hinders the student from fully participating in class lessons. During a group activity, the class is discussing their favorite hobbies and interests and the student showed interest, but was unable to participate in the discussion. The student is able to read, has strong fine motor skills, is able to use a computer to drag and click, and is able to identify symbols and words.

Steps for Implementation

• Assessment:

  • Conduct a thorough assessment of the student's communication abilities, preferences, and specific needs. Identify the student's strengths, interests, and potential areas of communication challenges.

• Set Clear Goals:

  • Establish clear communication goals for the student. These goals should be specific, measurable, and aligned with the student's individual needs. Consider short-term and long-term objectives.

• Select Vocabulary Level:

  • Choose the appropriate vocabulary level within Proloquo2Go based on the student's current communication abilities. Proloquo2Go offers various vocabulary levels, ranging from basic to advanced. Start with a level that suits the student's current needs.

• Customize Vocabulary:

  • Customize the vocabulary within Proloquo2Go to include words and phrases that are relevant to the student's daily life, interests, and specific communication needs. Personalize the app to make it more engaging for the student.

• Introduce Proloquo2Go Gradually:

  • Introduce Proloquo2Go gradually, allowing the student to become familiar with the app's layout and features. Start with a small set of essential icons or messages. Gradually expand the vocabulary as the student becomes more comfortable.

• Teach Basic Navigation:

  • Teach the student how to navigate Proloquo2Go. Show them how to access different folders, select icons, and navigate between pages. Use hands-on guidance and support during the initial teaching sessions.

• Modeling and Practice:

  • Model how to use Proloquo2Go by selecting icons and creating messages. Encourage the student to practice using the app in a structured setting. Provide positive reinforcement for their attempts.

• Reinforcement and Positive Feedback:

  • Reinforce the student's attempts to use Proloquo2Go with positive feedback and immediate access to the desired outcome. Positive reinforcement encourages the student to continue using the app.

• Integration into Daily Activities:

  • Integrate the use of Proloquo2Go into the student's daily activities. Encourage them to use the app to communicate during various tasks, transitions, or when they need assistance. Ensure that the app is easily accessible.

• Facilitated Social Interactions:

  • Use Proloquo2Go as a tool to facilitate social interactions. Encourage the student to use the app to initiate conversations, express interest in activities, or communicate basic social messages.

• Support for Expressive Language:

  • Provide support for the student in using Proloquo2Go to express themselves. Teach them how to create sentences, share thoughts, and communicate more complex messages. Encourage the use of varied vocabulary.

• Monitoring Progress:

  • Regularly monitor the student's progress in using Proloquo2Go. Assess their ability to independently use the app, the effectiveness of their communication attempts, and any improvements in expressive language.

• Regular Review and Updates:

  • Regularly review and, if necessary, update the vocabulary and customization within Proloquo2Go based on the student's progress and changing communication needs. Ensure that the app remains relevant and meets the student's communication goals.

• Collaboration with Team Members:

  • Collaborate with support staff and other professionals working with the student. Ensure consistent implementation of Proloquo2Go across different settings and activities.

• Promote Independence:

  • Encourage the student's independence in using Proloquo2Go. Assess their ability to access and use the app without constant prompting.

Evaluating Effectiveness

• Establish Clear Objectives:

  • Clearly define the communication objectives you aim to achieve with the use of Proloquo2Go. Objectives may include increased expressive communication, improved comprehension, and enhanced engagement in social interactions.

• Identify Target Behaviors:

  • Define specific target behaviors related to the use of Proloquo2Go, such as initiating communication, selecting appropriate messages, and effectively communicating needs or preferences.

• Data Collection:

  • Take data to track the student's progress and on targeted behaviors during communication opportunities with and without the use of Proloquo2Go.

• Observations:

  • Observe the student's engagement during communication activities that involve the use of Proloquo2Go. Assess their ability to independently use the app, select appropriate messages, and effectively communicate with others.

• Communication Partner Feedback:

  • Gather feedback from communication partners, including teachers, professionals that work with the student, and support staff. Inquire about their observations regarding the student's comprehension, engagement, and the effectiveness of Proloquo2Go in facilitating communication.

• Review Progress Over Time:

  • Compare the current behavior and communication skills with the baseline data. Look for patterns, trends, and improvements over time.

• Assess Generalization:

  • Evaluate whether the student generalizes the use of Proloquo2Go across different settings, communication partners, and activities. A successful communication tool should be applicable in various contexts.

• Independence in Communication:

  • Assess the student's level of independence in using Proloquo2Go. Evaluate whether they initiate communication, select messages without prompting, and effectively communicate their needs and preferences.

• Functional Communication:

  • Determine the functional communication outcomes achieved through the use of Proloquo2Go. This could include successful requests, comments, and expressions of preferences.

• Addressing Communication Frustration:

  • Monitor and assess whether the introduction of Proloquo2Go has contributed to a reduction in communication frustration for the student. A successful tool should enhance the student's ability to express themselves and understand others.

• Feedback from Speech and Language Professionals:

  • Collaborate with speech and language therapists or professionals involved in the student's communication development. Seek their insights and recommendations for ongoing support and adjustments to the use of Proloquo2Go.

• Regular Review and Modification:

  • Regularly review and, if necessary, modify the vocabulary and customization within Proloquo2Go based on the student's progress and changing communication needs. Ensure that the app remains relevant and effective.

• Promote Independence:

  • Encourage the student's independence in using Proloquo2Go. Assess their ability to access and use the app without constant prompting.

Link

https://www.assistiveware.com/products/proloquo2go