Communication Resources

A brief video that provides the rationale and introduction for using visuals to support communication.

Learning Objective:

• Define visual supports.
• Discuss why visual supports are useful for all learners, including autistic and neurodivergent students.
• Describe three types of visual supports and how to use them: first/then boards, visual schedules, visuals for setting parameters.

The following resources were developed by VKC TRIAD and provide information for promoting evidence-based practices.

AAC: Tips and Resources for Educators
All people have fundamental communication rights to engage in communication interactions (Brady, 2016). Approximately 30% of autistic children do not use verbal speech as their primary form of communication by the time they reach school age (Tager-Flusberg & Kasari, 2013). Students with complex communication needs may need augmentative or alternative ways to communicate (AAC). Finding the most effective and efficient AAC system and supporting AAC users and partners empowers students to spontaneously communicate whatever they desire with any partner in any environment. This guide will help educators answer frequent questions related to AAC and autism.

   View or download "AAC: Tips and Resources for Educators" in PDF Format

Choice Boards
Choice boards are a form of visual support, which is an evidence-based practice for autistic students. Visual supports are defined as a “visual display that supports the learner in engaging in a desired behavior or skills independent of additional prompts." (Steinbrenner et al, 29).

   View or download "An Overview of Choice Boards" in PDF Format

First-Then Boards
First-then boards are a visual support that incorporate reinforcement, which is an evidence-based practice for autistic students. Reinforcement is defined as “application of consequence that happens after a skill or behavior occurs that increases the learner’s use of the skill or behavior in a future situation." (Steinbrenner et al., 112). First-then boards are based on the principle of positive reinforcement, in which reinforcement is provided to an individual or a small group to increase a desired behavior.

   View or download "An Overview of First–Then Board" in PDF Format

Schedules
A schedule is an ordered list of specific activities to be completed during a given time period. Schedules are considered an antecedent-based intervention, which is an evidence-based practice for autistic students that “include a variety of modifications that are made to the environment/context in an attempt to change or shape a learner’s behavior." (Steinbrenner et al. 63).

Types of Schedules:

    View or download "An Overview of Schedules - Written" in PDF Format

    View or download "An Overview of Schedules - Photo" in PDF Format

    View or download "An Overview of Schedules - Line Drawings" in PDF Format

The following resources were developed by VKC TRIAD and provide information for promoting evidence-based practices.

Tips for Caregivers

   View or download "Evidence-Based Practices for Autistic Students Tips and Resources for Caregivers" in PDF Format

Autism and Communication: Understanding My Child’s Communication
   View or download "Autism and Communication: Understanding My Child’s Communication" in PDF Format

Choice Boards
Choice boards are a form of visual support, which is an evidence-based practice for autistic students. Visual supports are defined as a “visual display that supports the learner in engaging in a desired behavior or skills independent of additional prompts." (Steinbrenner et al, 29).

   View or download "An Overview of Choice Boards" in PDF Format

First-Then Boards
First-then boards are a visual support that incorporate reinforcement, which is an evidence-based practice for autistic students. Reinforcement is defined as “application of consequence that happens after a skill or behavior occurs that increases the learner’s use of the skill or behavior in a future situation." (Steinbrenner et al., 112). First-then boards are based on the principle of positive reinforcement, in which reinforcement is provided to an individual or a small group to increase a desired behavior.

   View or download "An Overview of First–Then Board" in PDF Format

Schedules
A schedule is an ordered list of specific activities to be completed during a given time period. Schedules are considered an antecedent-based intervention, which is an evidence-based practice for autistic students that “include a variety of modifications that are made to the environment/context in an attempt to change or shape a learner’s behavior." (Steinbrenner et al. 63).

Types of Schedules:

    View or download "An Overview of Schedules - Written" in PDF Format

    View or download "An Overview of Schedules - Photo" in PDF Format

    View or download "An Overview of Schedules - Line Drawings" in PDF Format

Brief videos providing the rationale and introduction for using visuals to support communication.

Learning Objectives:

• Define communication
• Describe forms of communication
• Discuss rationale for why we teach communication

Learning Objectives:

• Discuss why we teach communication
• Determine communication goals to be taught
• Examine steps for teaching initiating
• Examine steps for teaching responding