Communication Supports for Individuals with ASD

Mid Tech Tools and Strategies High Tech Tools and Strategies
Receptive Communication
 One-message speech  Face iMake
Definition: generating devices o https://itunes.apple.c
Receptive communication refers to (Keychain Talker and om/us/app/faces-
the way a
 listener receives & Picture Frame Talker by imake-right-brain-
understands a message from a Attainment) creativity/id4396418
communication partner o https://www.attain 51?mt=8
mentcompany.com  My PlayHome
https://www.unr.edu/ndsip/tipsheets/ /key-chain-talker o https://www.myplay
receptivecommunication.pdf  Multiple-message homeapp.com/
speech generating  Create a Car
How students with ASD may
devices (Cheap Talk 4 o https://itunes.apple
struggle in this area:
Autistic people may have varying from Enabling .com/us/app/creat
degrees of difficulty understanding Devices/Toys for e-a-
what people are saying to them. Special Children) car/id388173036?
Note this is not a hearing problem o https://enablingde mt=8
but more of an understanding vices.com/product  Pogg
problem. - o https://itunes.apple
 Slow processing speed category/communi .com/us/app/pogg-
 Understanding wants and cation- kids-game-for-
needs devices/cheap- language/id330964
 Organization talks/ 517?mt=8
 Attending  Four message Voice  Cupcake Corner
 Self-help Output o https://itunes.appl
 Following directions Communication Aids e.com/US/app/id1
 Following rules (Speech Pad) 255796339?mt=8
 Modifying behavior o https://www.spee
 Increasing levels of chpad.com/
independence  Four message Voice
Output
https://www.nationalautismresourc Communication Aids
es.com/autism-and- (Tech Four)
communication-challenges/ o https://www.widgi
t.com/resources/c
http://www.wati.org/wp-
ommunication-
content/uploads/2017/10/ASDMan
aids/techfour/inde
ual-1.pdf
x.htm
 Language Master
o https://drakeed.co
m/product-
 category/language
-master-2/

Expressive Communication
 Speech-generating  The Mouth: Talking
Definition: devices (SGDs) Doodles
Expressive communication refers o https://www.talkt o https://appadvice.c
to how one conveys a message to ometechnologies.c om/app/the-
a communication partner by om/collections/co mouth-talking-
gesturing, speaking, writing, or mmunication/mid- doodles/427624792
signing.  Doodle Buddy
tech
https://www.unr.edu/ndsip/tipsheets/  One- message devices o https://itunes.appl
receptivecommunication.pdf (BIGmack- ablenet) e.com/us/app/doo
o https://www.able dle-buddy-paint-
netinc.com/bigma draw-
How students with ASD may ck app/id313232441?
struggle in this area:
 Multiple- message mt=8
These children have difficulty  Mickey Mouse
devices (5 talker-
expressing themselves. This can
attainment) Clubhouse Road Rally
be due to a limited vocabulary,
o https://www.attai o https://www.com
difficulty understanding verbs along
with a variety of other factors. nmentcompany.co monsensemedia.o
 Expressing wants ad/or m/attainment- rg/app-
needs talkers reviews/mickey-
 Social Skills  Devices with levels mouse-clubhouse-
 Expressing thoughts (GoTalk- Attainment) road-rally-
and/or ideas o https://www.attai appisode
 Recalling words nmentcompany.co  Talking Carl
 Making grammatical m/gotalk-now o https://itunes.appl
errors, leaving out words  QuickTalker12 e.com/us/app/talk
and using poor or o https://www.able ing-
incomplete sentence netinc.com/quickt carl/id417373312?
structure (for example, ‘He alker-12 mt=8
going work’ instead of  Crazy Face
‘He’s going to work’ and ‘I o https://www.appd
talk’ instead of ‘I can talk’). ecide.com/app/ios
 Using noticeably fewer /crazy-face-
words and sentences than lite/364016483/
children of a similar age
 Using shorter, simpler
sentence construction than
children of a similar age
 Having a limited and more
basic vocabulary than
children of a similar age
  Frequently having trouble
finding the right word
 Using non-specific
vocabulary such as ‘this’ or
‘thing’
 Using the wrong words in
sentences or confusing
meaning in sentences
 Relying on standard
phrases and limited
content in speech
 Sounding hesitant when
attempting to converse
 Repeating (or ‘echoing’) a
speaker’s words
 Being unable to come to
the point, or talking ‘in
circles’
 Having problems with
retelling a story or relaying
information in an organized
or cohesive way
 Being unable to start or
hold a conversation
 Not observing general
rules of communicating
with others
 Having difficulty with oral
and written work, and
school assignments.

https://www.nationalautismresourc
es.com/autism-and-
communication-challenges/
.
https://www.betterhealth.vic.gov.au
/health/HealthyLiving/expressive-
language-disorder

Resources for Integrating These Resources

 Interventions to Improve Communication
o https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2635569/
 Work collaboratively with your speech language pathologist
 Selection of Appropriate Technology for Children with Disabilities
o https://www2.edc.org/NCIP/library/ec/Parrette.htm