How to Assist Students with ASD to Communicate in a Functional, Clear Way
Addressing Communication Challenges in the General Education Setting
Most general education teachers do not have time to provide direct instruction to students on improving their communication skills. There are, however,
many ways in which general education teachers can infuse learning opportunities for their students with ASD into the school day. In addition, the knowledge general education teachers obtain by observing their students in the classroom, on the playground, and in the halls can provide important information to the Individualized Education Plan (IEP) team and the Speech Language Pathologist (SLP) that can help drive instruction and the creation appropriate IEP goals.
Tips for Common Communication Challenges
Tips for Repairing Communication Breakdowns
Model, suggest, and/or write down scripts the student can use such as:
Tips for Teachers of Students with Limited to No Language
• First, do not assume that your student is “low functioning” simplybecause he is unable to speak. Inability to speak is not necessarily
associated with low cognition. Your student may need to communicate through the use of visuals such as pictures, the written word, or through
voice output devices.
• Get help to learn more about the appropriate mode of communication for your student: –Contact the Speech Language Pathologist (SLP) to get more information about what method(s) she is using to teach the student to communicate. –Ask for consultation from the SLP or Autism Specialist to learn ways to implement the student’s communication system into your classroom. –Research professional development opportunities to learn more about the
communication methods your student with ASD is using.
• Create opportunities during the school day for the student to practice skills ,such as requesting, during highly motivating times. For example, if a
student loves to color, give the student a coloring sheet but only one crayon. This creates a situation for the student in which he will be motivated to communicate with you to request more colors of crayons. Use this technique selectively, however, using this technique multiple times in a day will likely cause frustration for your student.
• When your student has a one-on-one assistant it is easy to get into the habit of communicating to him or her rather than directly to your student. Make
an effort to change that habit; speak directly to your student and allow him or her time to respond independently. Creating that relationship and trust will increase your student’s likelihood of communicating with you more.
• Praise your student and reward his or her attempts at communicating with you and others.
Tips for Students with Matter of Fact, Rude, or Demanding Speech
Many people with ASD inadvertently offend people because of the word choices that they make or because of misunderstandings in what topics are socially appropriate or inappropriate. These students need explicit information and instruction to develop this knowledge.
Tips for Students Who Interpret Language Literally
Students with ASD often have difficulty in understanding figurative language, multiple meaning words, sarcasm, and idioms as their learning style tends to be more literal and concrete. For example, a person with ASD who hears the statement “kick the bucket” will interpret it as a person who actually kicked a bucket.
Tips for Students Who Have Difficulty Responding to Verbal Questions
Many students with ASD have difficulty in processing verbal information and constructing a response or answer to it. Therefore, answering questions in a group lesson for example, can be a challenge.
•Provide extra time for the student to respond to a question. Allow the student more than 10 seconds to gather a response before providing prompts or selecting another student. Repeating or restating the question to the student while he is busy processing can restart his processing as if it is a new question.
•Give the student a signal before calling on him in class. (Stand in front of his desk before calling on him for an answer. Touch the student on the
shoulder lightly before calling on him.)
•Teach other students to be patient while another student is gathering his thoughts.
•Set it up with the student that you will ask a question, move on to a few other people for answers to different questions, then will return to
him for his answer.
•Accept other forms of communication, such as pointing to a card that says “yes” or ”no” or allowing the student to write or type her answer.
•Be specific: “Take out your calculator” vs. “Take it out.”
•Before you start talking, make sure you have the child’s attention and/or break his attention from other things.
Addressing Communication Challenges in the General Education Setting
Most general education teachers do not have time to provide direct instruction to students on improving their communication skills. There are, however,
many ways in which general education teachers can infuse learning opportunities for their students with ASD into the school day. In addition, the knowledge general education teachers obtain by observing their students in the classroom, on the playground, and in the halls can provide important information to the Individualized Education Plan (IEP) team and the Speech Language Pathologist (SLP) that can help drive instruction and the creation appropriate IEP goals.
Tips for Common Communication Challenges
- Repairing communication breakdowns
- Students with little to no language
- Students with matter of fact, rude, or demanding speech
- Students who interpret language literally students who have difficulty responding to verbal questions
Tips for Repairing Communication Breakdowns
Model, suggest, and/or write down scripts the student can use such as:
- "Can you repeat that?”
- “Can you explain that in a different way?”
- “Let me try that again.”
- “Sorry, let me start over.”
- “Can we talk about this later?”
- “Maybe we can agree to disagree.”
- If you observe breakdowns having a particular pattern to them, i.e. always at recess, about certain topics, etc., share that information with the SLP and ASD Specialist. They may be able to help you create a Social Story to teach the student what to do in those situations or it can be addressed in a social skills group, perhaps.
- If you are having trouble understanding your student, ask him or draw a cartoon , or write his response on a piece of paper.
- If your student frequently has negative interactions with peers surrounding communication breakdowns, teach him to seek out adult assistance to help him resolve conflicts and/or to diffuse such situations.
Tips for Teachers of Students with Limited to No Language
• First, do not assume that your student is “low functioning” simplybecause he is unable to speak. Inability to speak is not necessarily
associated with low cognition. Your student may need to communicate through the use of visuals such as pictures, the written word, or through
voice output devices.
• Get help to learn more about the appropriate mode of communication for your student: –Contact the Speech Language Pathologist (SLP) to get more information about what method(s) she is using to teach the student to communicate. –Ask for consultation from the SLP or Autism Specialist to learn ways to implement the student’s communication system into your classroom. –Research professional development opportunities to learn more about the
communication methods your student with ASD is using.
• Create opportunities during the school day for the student to practice skills ,such as requesting, during highly motivating times. For example, if a
student loves to color, give the student a coloring sheet but only one crayon. This creates a situation for the student in which he will be motivated to communicate with you to request more colors of crayons. Use this technique selectively, however, using this technique multiple times in a day will likely cause frustration for your student.
• When your student has a one-on-one assistant it is easy to get into the habit of communicating to him or her rather than directly to your student. Make
an effort to change that habit; speak directly to your student and allow him or her time to respond independently. Creating that relationship and trust will increase your student’s likelihood of communicating with you more.
• Praise your student and reward his or her attempts at communicating with you and others.
Tips for Students with Matter of Fact, Rude, or Demanding Speech
Many people with ASD inadvertently offend people because of the word choices that they make or because of misunderstandings in what topics are socially appropriate or inappropriate. These students need explicit information and instruction to develop this knowledge.
- Consider having the student create a notebook or binder where he can keep information such as this handy. He can make tabs or subsections for various areas of communication and social interaction. Areas may include:
- OK topics and not OK topics
- Polite ways to say things and impolite ways to say things
- Private information and public information
- Nice words and mean words
- Following an incident in which your student engaged in rude or matter of fact, yet offensive speech, pull him aside and explain to him what he said,
how it made the other person feel, and how he can address that type of situation differently next time. - Consider asking your Speech Language Pathologist or Autism Specialist for information about Michelle Garcia-Winner’s “expected” and “not expected” behavioral social mapping concepts from her book Social Behavior Mapping and for ways you can incorporate that into your classroom.
- Contact your ASD Specialist or SLP to see if introducing Social Stories to address this area may be appropriate.
Tips for Students Who Interpret Language Literally
Students with ASD often have difficulty in understanding figurative language, multiple meaning words, sarcasm, and idioms as their learning style tends to be more literal and concrete. For example, a person with ASD who hears the statement “kick the bucket” will interpret it as a person who actually kicked a bucket.
- Use sarcasm, figurative language, and subtle humor selectively. When giving directions or other important information, avoid it entirely as to not
confuse your student. - Take an extra moment to explain figurative language, sarcasm, and humor as it comes up. I will also benefit other students, such as ELLs, too.
- If appropriate, infuse some instruction about idioms and two-meaning words into part of you daily language routines. Your SLP will be a good person to consult with for some ideas.
Tips for Students Who Have Difficulty Responding to Verbal Questions
Many students with ASD have difficulty in processing verbal information and constructing a response or answer to it. Therefore, answering questions in a group lesson for example, can be a challenge.
•Provide extra time for the student to respond to a question. Allow the student more than 10 seconds to gather a response before providing prompts or selecting another student. Repeating or restating the question to the student while he is busy processing can restart his processing as if it is a new question.
•Give the student a signal before calling on him in class. (Stand in front of his desk before calling on him for an answer. Touch the student on the
shoulder lightly before calling on him.)
•Teach other students to be patient while another student is gathering his thoughts.
•Set it up with the student that you will ask a question, move on to a few other people for answers to different questions, then will return to
him for his answer.
•Accept other forms of communication, such as pointing to a card that says “yes” or ”no” or allowing the student to write or type her answer.
•Be specific: “Take out your calculator” vs. “Take it out.”
•Before you start talking, make sure you have the child’s attention and/or break his attention from other things.