ASD and Expressive Communication

One very important thing to keep in mind when teaching students with an Autism Spectrum Disorder (ASD), is that one of the main characteristics that this populations shares is with having challenges with expressive communication. Expressive communication refers to how children express their needs, wants, and feelings to others, either nonverbally or verbally. Students with ASD often have many challenges in communicating their wants and needs with their families, teachers, and caregivers. Difficulty with expressive communication also effects this population’s social interaction and communication with their peers. There are a variety of ways that teachers and caregivers can help these students with poor expressive communication skills. In the following posts I will be providing examples of a variety of low-tech assistive technologies that can be used for this purpose.  

Sample IEP and Appropriate AT Device 5

IEP for Jeff:

Present Level of Academic Achievement and Functional Performance: Jeff likes to interact with his family. He enjoys eating and being involved in meal time and other functional activities in the home. He has not been able to participate in cooking or cleaning except to look toward the item that is needed next, or make a sound when his mother purposely “forgets” something.

Annual Goal: Jeff will use a single switch to activate adapted utensils and appliances to assist family members in targeted functional household tasks during three out of four opportunities.

STO 1: Jeff will activate the blender and mixer with a single switch at appropriate times to participate in preparing meals in three out of four opportunities on three consecutive trials.

STO 2: Jeff will activate the vacuum cleaner using a single switch at appropriate times when cued by his mother to participate in vacuuming in three out of four opportunities on three consecutive trials.

The use of these single switch devices facilitates Jeff's inclusion in daily activities at home. These allow him to learn valuable life skills, as well as participate as normally as possible in daily activities. 

IEPs and information attained from: Chapter 15 – Documenting Assistive Technology, Into the IEP, Documenting Assistive Technology into the IEP, Penny R. Reed, Ph.D., With contributions from numerous WATI Consultants Updated November, 2008 K. Swenson, http://www.wati.org/

Sample IEP and Appropriate AT Device 4

IEP for Michael:

Present Level of Academic Achievement and Functional Performance: Michael is in the second grade classroom for most of the school day. He is interested in the material being presented by the teacher and wants to participate. He has a full time paraprofessional who assists him. He has difficulty being an active participant in academics because he uses a voice output AAC device and frequently does not have the “right” answer. The teacher is concerned at the amount of time it currently takes while Michael struggles to answer questions. The teacher is interested in finding ways for Michael to more actively participate.

Annual Goal: Michael will use eye gaze and prerecorded messages to respond to appropriately phrased questions in four subject area classes, mathematics, reading, science and social studies in three out of five opportunities.

Having prerecorded messages that tie into the content areas that the class is working on will help Michael be able to more effectively participate the in least restrictive environment.

IEPs and information attained from: Chapter 15 – Documenting Assistive Technology, Into the IEP, Documenting Assistive Technology into the IEP, Penny R. Reed, Ph.D., With contributions from numerous WATI Consultants Updated November, 2008 K. Swenson, http://www.wati.org/

Sample IEP and Appropriate AT Device 3

IEP for Becky:

Present Level of Academic Achievement and Functional Performance: Becky is learning to read and is anxious to complete writing assignments with her peers. She is not able to produce handwritten material due to severe spastic quadriplegia. Becky is interested in using the computer and has been introduced to it. The staff has helped Becky experiment with several switches in a variety of locations. She seems to be most accurate using a switch mounted next to her head.

Annual Goal: Becky will use a single switch mounted on a switch-mounting arm positioned to the right side of her head and scanning software to access the computer 9 out of 10 times for a variety of educational assignments.

 

These AT devices will facilitate Becky's computer usage and help to reduce barriers that she would face in operating a typical computer.

IEPs and information attained from: Chapter 15 – Documenting Assistive Technology, Into the IEP, Documenting Assistive Technology into the IEP, Penny R. Reed, Ph.D., With contributions from numerous WATI Consultants Updated November, 2008 K. Swenson, http://www.wati.org/

Sample IEP and Appropriate AT Device 2

IEP for Andy:

Present Level of Academic Achievement and Functional Performance: Andy uses a variety of sounds, gestures, signs, and picture/symbols to communicate with his family. He is very social and enjoys parallel play. Andy does not communicate vocally in the classroom, but does use some gestures. At school Andy will sign, but only with prompts.

Annual Goal: Andy will increase expressive language production by using a variety of communication methods in the classroom, including sign language, gestures, communication boards, pictures, and simple voice output devices during four out of five opportunities.

The frequent use of these AT methods will allow Andy to choose to communicate nonverbally in manners that he will feel comfortable. They also can allow him to communicate with a larger range of people.

IEPs and information attained from: Chapter 15 – Documenting Assistive Technology, Into the IEP, Documenting Assistive Technology into the IEP, Penny R. Reed, Ph.D., With contributions from numerous WATI Consultants Updated November, 2008 K. Swenson, http://www.wati.org/