Autism and Expressive Communication

Expressive communication is a broad term that describes how a person communicates their wants and needs. This includes verbal and nonverbal communication such as facial expressions, gestures, vocabulary, and syntax. Students with autism suffer difficulties in using expressive communication. This creates many difficulties for students with autism because they will not be able to communicate the way they want with family, friends, or teachers. Students with autism will have difficulty in social interactions and communication with others. There are different ways that teachers can help students who suffer with poor expressive communication skills such as: teaching them to ask for help when needed, building off of the students strong points, providing scripts or templates, and simple things such as pausing and giving students more time to think.

IEP Example 5 - 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.

 

• As a nonverbal student, Andy’s communication board is very important to his success in the classroom. He will use this to communicate with his peers. These voice output devices will also help Andy communicate with his teachers.
  
  

  This IEP was located at 

  Chapter 15 – Documenting Assistive Technology Into the IEP Documenting Assistive Technology into the IEP by Penny R. Reed, Ph.D. With contributions from numerous WATI Consultants (http://www.wati.org/)

  
  

IEP Example 4 - 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.

• This will help Becky to use the computer in a more manageable way. The scanning software will help her to complete her educational assignments.
   
  This IEP was located at 
  Chapter 15 – Documenting Assistive Technology Into the IEP Documenting Assistive Technology into the IEP by Penny R. Reed, Ph.D. With contributions from numerous WATI Consultants (http://www.wati.org/)
   

IEP Example 3 - Johnny

Present Level of Academic Achievement and Functional Performance: Johnny uses his right hand to write and to physically position his left arm and hand. He has difficulty managing papers as he writes. He collects and utilizes a lap tray, incline board, non-slip mat and modified clipboard but often waits for staff to set up modifications.

Annual Goal: Johnny will initiate the set-up of his writing station 80% of the time given a chart of needed materials for each task. 

• Johnny’s laptop tray, incline board, non-slip mat, and modified clipboard is used to help him write and keep his papers together. This makes up for his weak left arm and hand. 
  
  

  
  

  This IEP was located at 

  Chapter 15 – Documenting Assistive Technology Into the IEP Documenting Assistive Technology into the IEP by Penny R. Reed, Ph.D. With contributions from numerous WATI Consultants (http://www.wati.org/)

IEP Example 2 - Mary

Present Level of Academic Achievement and Functional Performance: Mary currently communicates with sounds that are not always understood by those around her. She often becomes upset when she is not understood. She likes people and likes to be around both adults and children. She is beginning to play simple games.

Annual Goal: Mary will communicate her interests and needs in three or more environments/situations using a single message voice output device.

• Mary will have a voice output device that will help her communicate with her classmates, and this will help her to keep her calm and not get upset with her peers. The device will also help her while playing games with her classmates.
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• This IEP was located at 
  Chapter 15 – Documenting Assistive Technology Into the IEP Documenting Assistive Technology into the IEP by Penny R. Reed, Ph.D. With contributions from numerous WATI Consultants (http://www.wati.org/)
   

IEP Example 1 - Eric

Present Level of Academic Achievement and Functional Performance: Eric participates in regular education programs for his academic subjects. His hand strength is limited and he fatigues quickly when doing any handwriting task. Civics and English homework are a particular problem because of lengthy assignments and reports that need to be completed.

Annual Goal: Eric will use a computer or portable word processor to complete 100% of his assignments in 10th grade English and Civics classes.

• By using a portable word processor, Eric will be able to complete his assignments in English and Civics class. Since he has limited hand strength, he will be able to use the portable word processor on lengthy assignments in the appropriate manner. 
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  This IEP was located at 
  Chapter 15 – Documenting Assistive Technology Into the IEP Documenting Assistive Technology into the IEP by Penny R. Reed, Ph.D. With contributions from numerous WATI Consultants (http://www.wati.org/)

Assistive Technology in the IEP

According to the Individuals with Disabilities Education Act (IDEA), if a student has a learning disability, assistive technology (AT) must be considered for that student. Assistive technology should be considered in every student’s IEP regardless of his or her disability. The IEP team must consider the student’s strengths, weaknesses, and abilities when determining the assistive technology for the student. The team will use all of this information to determine the best device for the student. AT can range from low tech to mid tech to high tech, and all of these could be effective for students. The assistive technology that is chosen should help the student succeed in their classroom. In the next few posts, I will be discussing how assistive technology is used in the IEP process.