Low Tech

https://www.readingrockets.org/topics/autism-spectrum-disorder/articles/visual-schedules-school-setting

•Visual schedules can help students with routines and transitions. It can also help with when schedules have to be changed. It can help with reducing anxiety and improving communication by using visuals of what is expected of students (The Spectrum, 2025).

One scenario for when visual schedules can be used is transitions to a new activity. By using a visual schedule, it shows students what they can expect when transitioning from one activity to another activity. This helps them with understanding what is happening during the day and helps reduce anxiety.

How to use a visual schedule

• Place the visual schedule where the student can see it and easily access it.

• Review the schedule with the student.

• If there are changes, review the changes and make sure the student knows the changes.

• Point in the direction of the activities or use "check schedule" to make sure the student looks at their schedule.

• Provide positive reinforcement when the student completes takes and checks schedules off independently.

To evaluate effectiveness of visual schedules, observe the student and document changes in behavior, engagement, and independence while the student is using the visual schedule (The Spectrum, 2025).

Low-tech

https://www.signlanguage101.com/

For students with limited verbal skills, they can learn basic signs to express themselves in an alternative way (Vanderbilt Kennedy Center, 2012).

A scenario with sign language to request wants and needs is starting with the basic needs and signs like more, help, bathroom, and water. If the students start to communicate basic needs effectively, it can reduce problem behaviors and miscommunication.

Steps to implement sign lanauge

• Start by teaching common wants and needs, like eat, drink, and bathroom.

• Teachers can try to implement sign language by saying words and signing at the same time.

• If the student wants something, show them the sign for the item and then have them repeat or do hand over hand to do the sign before giving the student the item.

To evaluate the effectiveness of sign lanauge, focus on communication and documenting how many signs the student does for their wants and needs (Vanderbilt Kennedy Center, 2012).

Low-tech

https://nationalautismresources.com/the-picture-exchange-communication-system-pecs/?srsltid=AfmBOorfJR7YmZ9oXCPdEA8sCtLyJltU-9qWAMNNqJ11b7J-wSjqI_qG

PECS uses pictures for students to communicate. The students take a picture and give it to staff or peers for an item they want or need (ASHA, 2025).

A scenario is if a student wants chips, they select the picture off the snack cabinet and gives it to the teacher.

Steps to implement PECS

• Teach students how to exchange a single picture for the item they want.

• Then put pictures in different places, with different people and further away from the items and have the student request items to teach them how to use the pictures even if it is further away from the item.

• Teach students how to tell the difference between two pictures. If the student wants chips, show them chips and juice to see if they pick the right one.

A way to evaluate if PECS is effective is by tracking how many requests the students make a day using pictures. Another way is to use PECS in different school environments to generalize the use of PECS (ASHA, 2025).

High-tech

https://www.therapistaid.com/interactive-therapy-tools

These systems can be used to practice communication skills and evaluate motor-visual coordination (Clinics, 2018).

A scenario is the robokind robot that we have in the classroom. The students can practice their social and communication skills with the robot and see themselves doing it. The robot also shows them different facial expressions so the students know what each mean and how to respond in different situations.

Steps to implement Interactive Therapy Systems

• Have the student become familiar with the activity.

• Show the student what it does and model how to work with it.

• Start a lesson for the student to practice their skills.

A way to evaluate Interactive Therapy Systems is to measure the improvements of skills like social interaction, communication and behaviors (Clinics, 2018).

High-tech

https://raisingchildren.net.au/autism/therapies-guide/video-modelling

Video modeling can help students through observations, so they can watch desired communication behaviors (ASHA, 2025).

A scenario of video modeling is showing a video to the student of appropriate greetings and goodbyes with eye contact. Then having the student practice it with the teacher and their peers.

Steps to implementing video modeling

• Identifying what skill the student should work on.

• Find a clear video demonstrating that skill.

• Then show the student that video in a distraction-free environment.

• Finally, allowing the student to practice the skill after watching the video.

A way to evaluate the effectiveness of video modeling is taking data on what the behavior or skill looked like before and after watching the videos. If the behaviors are improving or staying the same is a way to know if video modeling works for the student (ASHA, 2025).

Low-tech

https://researchautism.org/oaracle-newsletter/what-are-communication-boards/

These boards have pictures, symbols, or words that represents objects and actions. This helps students point to things or give pictures to communicate their wants and needs (ASHA, 2025).

A scenario is if the student has a choice on what activity they want to do. The communication board will have pictures of different activities and the student can choose what they want to do.

Steps on implementing a communication board

• Start with a simple board with few and basic pictures.

• Model how to use it if the student wants or needs something or gets to pick what they want to do.

• When the student gets the hang of it, start to add more pictures to increase how they can express and communicate with others.

A way to evaluate if communication boards are effective is keep data on how much and how many requests the student is doing (ASHA, 2025).

Low-tech

https://www.attainmentcompany.com/technology/gotalks/gotalk-button

This is a simple, portable device that can allow teachers to record and store messages for students to use during instruction or free time (Independence Now, 2020).

We have a student that does eye gazes to get an adults attention. If the adult does not catch the eye gaze, the student will start hitting the table or kicking things. To avoid eye gaze, the student can use the buttons to ask for adults' attention or ask for help.

Step to implement Go Talk Buttons

• Start with recording two opposites or requests, like yes and no.

• Ensure that the student has access to the buttons.

• Model to the student how to use the buttons.

• Provide opportuntities for the student to use the buttons and get familiar with them.

• Start fading out the prompts to start getting the student more independent.

A way to evaluate the Go Talk Buttons is to record the number of times the student uses the button and if the problem behaviors are staying the same or decreasing (Independence Now, 2020).

High-tech

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

This device is a symbol-based AAC app that can be customizable. Student tap an image of what they want to say and it will provide voice to communicate more efficiently (Spoken, n.d.).

A scenario when using Proloquo2Go is when the student needs to request them wants and needs. If the student needs a break, they can use their device and press the button saying "all done" or "I need a break."

Steps to using Proloquo2Go are

• Provide the situations for the student to use their device

• If a student wants something and points at or grabs it. the teacher can bring the device over and shows the student where the picture is on their device and model how to request it.

• Have the student request the item and then give it to the student.

• Use positive praise when the student uses the tablet.

• Fade out prompting for increase independence.

A way to evaluate if Proloquo2Go is working for a student is to gather data on how the student is using the device. Also, how many times the student requests things during the day (Spoken, n.d.).

High-tech

https://us.tobiidynavox.com/

This device helps students communicate through eye-gazes and touch-based AAC devices (Beyond Therapy, n.d.).

A scenario is when a student wants a break, they can use the Tobii Dynavox to communicate that they want a break by touch the symbol or word on the device.

Steps to implementing the Tobii Dynavox

• A qualified clinician such as a speech pathologist should have programed the device to the student's communication needs.

• Help the student learn basic words with the device.

• Incorporate visual supports to enhance comprehension and communication.

A way to evaluate the Tobii Dynavox to show the effectiveness is measuring is communication skills and social interactions increased or stayed the same. Also, if the students wants and needs requests improved (Beyond Therapy, n.d.)

High-tech

https://www.attainmentcompany.com/gotalk-9-lite-touch

This device helps with students that like to tap because it is extra touch sensitive for students with limited motor skills and communicate deficits (Assistive Technology, n.d.).

A scenario is during a group activity. The student can participate in the activity by using their GoTalk 9+ Lite Touch to share their thoughts during discussions or responding to questions.

Steps to implementing GoTalk 9+ Lite Touch

• Start by identifying the students needs and want they request the most.

• Then personalizing it do the students can use the symbols and pictures to communicate.

• Encourage the student to use the device to talk to their peers and request items.

• Use positive reinforcement when the student using the device to increase usage and independence.

A way to evaluate if the device is effective is to gather data on the number of requests the student makes a day. Also, gather data on how many times the student participates in class activities and with their peers (Assistive Technology, n.d.).