Tech level-Low

Resource-https://nationalautismresources.com/the-picture-exchange-communication-system-pecs/?srsltid=AfmBOor53MjIWz8AOl-a3HeQPtRIj0UIVoBOi0k2BTLe2n3k5ARemyvm

Explanation-PECS is a visual-based system that students use picture cards to communicate their needs, wants, or thoughts. It supports nonverbal students with communication deficits. A nonverbal student can select the bathroom picture when they need to be excused.

Implementation-Train the student to exchange a picture card for a desired item. Gradually introduce more cards. Transition to sentence strips as they progress.

Evaluation-Track the frequency of successful exchanges and the ability to use the system across different environments.

Tech level-High

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

Explanation-AAC with touchscreens, customizable interfaces, and voice output. They offer eye-tracking for students that have limitations. This is a great way for students to participate in group discussions by selecting pre-programmed responses.

Implementation-Configure the device to the students needs. Provide hands on training. Update material to accommodate the students growth.

Evaluation-Monitor their use by documenting their increased participation and ability to express themselves effectively.

Tech level-Low/High

Resource-https://www.ablenetinc.com/bigmack/

Explanation-The BigMack is a single-message device that allows students to press a large button to play a pre-recorded message. This device is great for students with more severe motor or cognitive challenges. A student that has limited mobility can use this to greet their peers.

Implementation-Record a message that is relevant to the students needs. Place the button where it is accessible to the student. Teach the student to use the device as needed.

Evaluation-Track the frequency of use and note improvements in their ability to communicate.

Tech level-Low

Resource-https://therapyworks.com/blog/autism/visual-schedules/

Explanation-Visual schedules use pictures, symbols, or text to represent daily routines, helping students with transitions or activities. Reduces anxiety and increases comprehension. A student has trouble with moving from one activity to another.

Implementation-Identify activities or routines that need to be modified. Create visuals that represent the activity. Arrange the visuals in sequence and reinforce the student's use by providing encouragement.

Evaluation-Monitor the use and track their transition times or anxiety levels.

Tech level-Low

Resource-https://autismclassroomresources.com/visual-schedule-series-first-then/

Explanation-Boards that help students understand sequences by showing "first" task (non-preferred) and then a "then" task (preferred). It builds motivation and comprehension. This good for students that resist completing a worksheet or an activity.

Implementation-Create a board with 'First" and "then" sections. Add visuals or text that describe the tasks. Use the boards during difficult times. Gradually introduce harder sequences.

Evaluation-Track the completion of non-preferred tasks and observe their willingness to move to preferred activities.

Tech level-High(video modeling) Low( live modeling)

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

Explanation-Modeling shows the appropriate communication behaviors and video modeling uses pre-recorded video of desired behaviors. This is perfect for students that struggle with greeting others. It teaches social and communication skills.

Implementation-Record or act out the desired behavior. Show the video or model to the student. Provide opportunities for the student to practice the behavior. Reinforce and refine as needed.

Evaluation-Observe the improvements ability to use it in different settings.

Tech level-Low

Resource-https://www.readandspell.com/us/augmentative-alternative-communication#:~:text=Sign%20language%2C%20pen%20and%20paper,%2C%20letters%2C%20words%20or%20symbols.

Explanation-Augmentative gestures include pointing, nodding, or using sign language to express their needs or feelings. A nonverbal may need help opening their cookies.

Implementation-Identify main gestures that match the student's needs. Model and practice the gestures with the student. Reinforce correct use of the gestures. Increase gestures when needed.

Evaluation-Monitor the frequency of use and reduced frustration.

Tech level-Low

Resource-https://www.nichd.nih.gov/health/topics/autism/conditioninfo/treatments/joint-attention

Explanation-This strategy focuses on teaching students to share attention with others by pointing, following gazes, or engaging with shared objects. If a student does not respond to the teacher when they point to an item, they can learn to follow the teacher's gaze and look at the item.

Implementation-Find ways to practice joint attention like pointing to objects of interest. Model joint attention behaviors and guide them to respond. Reward the student for engagement. Gradually increase the complexity.

Evaluation-Observe the students engagement with the activities and their ability to respond to shared attention.

Tech level-High

Resource-https://www.prentrom.com/caregivers/speech-generating-devices-sgds

Explanation-These are electronic devices that vocalize words or phrases when a student selects symbols or types. They provide a voice for the students that are nonverbal. Students can participate in class by selecting programmed responses or typing messages.

Implementation-Customize the device with vocabulary that is on the students level. Teach the student how to navigate the device. Provide regular opportunities for practice in different settings.

Evaluation-Observe improvements in the students ability to initiate and respond to activities.

Tech level-High

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

Explanation-This app can turn tablets and smartphones into AAC devices. It lets students select symbols that are spoken aloud. They can use their IPAD to clarify answers during a class activity.

Implementation-Set up the app with the students vocabulary level. Teach the student how navigate in the app and practice common phrases. Adjust the settings as needed.

Evaluation-Monitor the students ability to use the app in different settings. Gather feedback with increased confidence and interactions.