What is it: PECS allows students with ASD to communicate using images. It teaches initiation and is useful for non-verbal or minimally verbal children.

Who uses it: A student who cannot verbally ask for a snack uses a picture card to request goldfish crackers.

Implementation Steps:

• Identify student’s preferred items.

• Introduce PECS Phase I (simple exchanges).

• Gradually increase complexity (sentence strips, attributes).

• Reinforce exchanges immediately.

• Train across people and settings.

  Effectiveness Evaluation: Track number of independent exchanges; observe generalization to new settings or partners; collect data on spontaneous use.

  Reference: https://pecsusa.com/pecs/

Who uses it: A student who becomes upset during transitions uses a daily visual schedule to know what’s coming next.

Implementation Steps:

• Assess daily routines and create icons/images.

• Introduce the schedule using physical or digital formats.

• Review schedule at the start of the day and between activities.

• Update as routines change.

Effectiveness Evaluation: Monitor reduction in problem behaviors; assess task completion and ability to transition independently.

Reference:Beukelman, D. R., Light, J. C., & Reichle, J. (2020). Augmentative and alternative communication: Supporting children and adults with complex communication needs (5th ed.). Paul H. Brookes Publishing Co.

What is it: Social stories  are vital supports that foster connection, promote clarity, and encourage empathy for individuals with autism spectrum disorder (ASD). When implemented with intentionality and compassion, Social Stories can empower individuals with ASD to better understand and navigate social situations, process emotions, and engage more confidently with the world around them. (Gray, n.d.)

   Who uses it:: A student who interrupts during group work reads a story on "Waiting for My Turn."

Implementation Steps:

·         Identify social skill deficit.

·         Write a personalized story using positive language.

·         Read with the student regularly before relevant situations.

·         Use visuals or audio supports if needed.

Effectiveness Evaluation: Monitor student behavior during targeted situations; use staff checklists or incident logs for data.

Reference: Gray, C. (n.d.). Social Stories. Carol Gray Social Stories. https://carolgraysocialstories.com/

• What is it: Video symbols offer an effective early form of communication that can enhance a child’s understanding before they fully grasp language. By watching videos, children can acquire new behavioral skills and engage with the world in a symbolic way, even without prior verbal knowledge. Video modeling, in particular, allows children to repeatedly view and then imitate actions demonstrated in dynamic visual scenes. This method supports the learning of self-help and daily living skills, making it a valuable tool for teaching complex, multistep tasks. For caregivers, video modeling provides a consistent and accessible way to guide children through routines, and as children gain greater independence and behavioral skills, the entire family benefits from improved quality of life. One way to assess a child’s grasp of these video symbols is to show them a video of someone performing a new task with specific objects, then observe whether the child can replicate the actions. (Shane et al., 2015)

Who uses it: A student learns how to initiate greetings by watching a peer greet others in a video.

Implementation Steps:

·         Record model demonstrating skill.

·         Show video before practice opportunities.

·         Prompt student to imitate behavior.

·         Reinforce correct usage.

Effectiveness Evaluation: Measure increased occurrence of targeted behavior; review frequency and independence of modeled skill.

Reference:Shane, H. C., Laubscher, E., Schlosser, R. W., Fadie, H. L., Sorce, J. F., Abramson, J. S., Flynn, S., & Corley, K. (2015). Enhancing communication for individuals with autism: A guide to the Visual Immersion System™. Paul H. Brookes Publishing Co.

What is it: In typical instruction, calendars represent the occurrences over a longer period of time, such as a week or month. In the Visual Immersion Program™, calendars also include visuals of noteworthy events that will occur during the depicted time frame. (Shane et al., 2020)

Who uses it: A student who wants to know when the school holidays will start.

Implementation Steps:

·  Create a Traditional calendar that includes visuals (e.g., photographs) of upcoming school holidays

·   Review Daily:Count down days with the child and move a marker each day.

·   Practice Questions:Ask simple questions like “How many days until the holiday?” to build understanding.

 Effectiveness Evaluation: Monitor whether the child shows reduced anxiety or stops asking the same question over and over about when the holiday is happening.

Reference: Shane, H. C., Laubscher, E., Schlosser, R. W., Fadie, H. L., Sorce, J. F., Abramson, J. S., Flynn, S., & Corley, K. (2020). Enhancing communication for individuals with autism: A guide to the Visual Immersion System™. Paul H. Brookes Publishing Co.

What is it: A dynamic communication app for iPad that allows users to build and speak sentences. (AssistiveWare, 2025)

Scenario: A non-verbal student builds a sentence like “I want juice” using the app.

Implementation Steps:

·         Program vocabulary tailored to the student.

·         Train staff and student on navigation.

·         Practice communication in natural contexts.

·         Provide consistent access throughout the day.

Effectiveness Evaluation: Track number and length of messages initiated; measure frequency of spontaneous communication.

Reference: AssistiveWare. (2025). Proloquo2Go [Product page]. AssistiveWare. https://www.assistiveware.com/products/proloquo2go

What is it:  It is a high-tech augmentative and alternative communication (AAC) app designed for iPads and iPhones. It features a robust vocabulary system with over 13,000 words and uses a motor-planning based layout—meaning that word positions stay consistent to support faster, more automatic communication. It is especially beneficial for individuals with autism spectrum disorder (ASD), as it promotes language development, expressive communication, and long-term independence. (Project Core, n.d.)

Scenario: A non-verbal student with ASD who struggles to express wants, needs, and emotions can use SFY to build and speak full sentences. For instance, the student can independently tap icons to say, “I want to play outside.”

Implementation:

·    Set up core vocabulary tailored to the user’s needs.

·    Model using the app alongside the student in daily activities.

·    Encourage independent use and gradually add more words.

Assessment:

• Observe growth from single words to sentences.

Reference: Project Core. (n.d.). Communication apps and speech generating device product keys. https://www.project-core.com/app-and-sgd-product-keys/

• What is it:  A customizable AAC app for iOS designed for individuals who cannot speak. (PRC‑Saltillo, n.d.)

Scenario: A student uses the app to tell a story during class.

Implementation Steps:

·         Set up user profile with personal vocabulary.

·         Train student and staff on navigation and use.

·         Incorporate into daily communication routines.

·         Provide modeling (Aided Language Input).

Effectiveness Evaluation: Review app data logs; conduct observation notes on communication variety and complexity.

Reference: PRC‑Saltillo. (n.d.). TouchChat. https://touchchatapp.com/

What is it:: Static boards with pictures or symbols that allow users to point to express needs. (Tobii Dynavox, n.d.)

Scenario: A student points to a "tired" symbol to request a break.

Implementation Steps:

·   Customize symbols based on student needs.

·    Introduce in high-motivation situations.

·    Teach pointing or eye gaze use.

·     Reinforce and expand over time.

Effectiveness Evaluation: Measure increase in communication attempts; review anecdotal teacher observations.

Reference: Tobii Dynavox. (n.d.). Boardmaker 7. https://us.tobiidynavox.com/pages/boardmaker-7

What is it: CoughDrop is a versatile, cloud-based AAC (Augmentative and Alternative Communication) app that works across devices. (CoughDrop, n.d.)

Scenario: A student who has difficulty expressing wants, needs, or emotions verbally.

During morning circle, the teacher uses aided language input, saying: “Good morning” while pointing to “good” and “morning” on student’s device.

Implementation:

• Set Up & Choose Board:Load the Project Core–36 board in CoughDrop and personalize it to the communicator’s needs.

• Model Communication:Use aided language input—point to words on the board while speaking them during real-life activities.

• Encourage Daily Use:Integrate the board into daily routines and support consistent practice with simple, motivating goals.

Effectiveness Evaluation: Log use of device across settings; use rubrics or goal tracking sheets to assess progress.

Reference: CoughDrop. (n.d.). Project Core‑36 Universal Core [AAC board]. In CoughDrop. https://app.mycoughdrop.com/wahlquist/projectcore-36universalcore