Choice Cards as Modes of Expressive Language

Another terrific way for students with autism and expressive language challenges to communicate needs and wants is through a choice cards. Choice cards offer students the opportunity to make their own decisions, which increases their independence in and out of the classroom. These cards are simple to use and easy to understand. They can be customized to fit any type of decision that a student might need throughout the day. For example, school supplies the student might want to use during independent or group work, what food the student might want to eat during lunch or snack, and what activities the student would like to be a part of.

Break Cards, Expressive Language, and Autism

As I mentioned in my last post, individuals who have autism often experience difficulty with expressive language skills. Break cards are a great way for students with autism to indicate that they need a break.

These examples of break cards make it easy for teachers to print and cut to use in their classrooms!

Break cards are so simple and accessible for students of all ages that they have the ability to enhance expressive language skills in students with autism by decreasing the number of miscommunications between teachers and students and thus the frustration levels of both parties. 

Expressive Language and Autism Challenges

Expressive language is what allows us to communicate our wants and needs to those around us. Expressive language challenges can include difficulty organizing one's thoughts in order to effectively communicate them to others, problems with vocabulary, pronunciation, remembering words, or articulation. Just because an individual has difficulty communicating their thoughts and desires through expressive language does not mean that their thoughts and desires do not exist. Students with Autism are often affected by challenges with expressive language because they lack social skills and the ability to share their thoughts and feelings with those around them. Many have described Autism and the communication challenges that come with it by saying it feels like being trapped inside of their own bodies. It can be extremely frustrating for students to be surrounded by peers, teachers, and family members with whom they are unable to communicate.

Picture Boards and Expressive Language

      I've talked a lot about increasing the independence of individuals with disabilities across different environments including school, home, and community. Perhaps one of the most significant ways of achieving this goal is by increasing an individual's expressive language skills, as shown in this sample IEP goal:

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.

These examples of picture boards are just a tiny glimpse of the different types of expressive language these highly effective tools can be used for. Picture boards will help Andy communicate his wants, feelings, needs, and schedule to his teachers, peers, and family. Picture boards allow individuals with communication challenges, like Andy, to have the ability to make decisions and obtain their desired results. 

AT Devices at Home

It is common for IEPs to include goals related to the student's home life and the wants and needs of their family members. This sample goal shows how assistive technology in the home can help meet student needs:

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.

These specially designed utensils allow individuals with physical limitations, like Jeff, to be more independent at home during family meals. Changing the thickness of the utensil's grip as well as the angle and the way the utensil is help can enable students to increase their self-care skills and their independence.

 Another way to increase an individual's independence in the home is to re-think the locations of certain appliances. For example, placing the microwave under the counter-top makes it more accessible. Also, using a freezer with a pull-out drawer allows individuals who are wheelchair bound to access the contents without any difficulty. 

Kelly's Sample IEP Goal and AT Device

This example of an IEP goal demonstrates how a student's needs can be met through the use of an adapted keyboard:

Present Level of Academic Achievement and Functional Performance: Kelly is in the third grade classroom for most of his day. He has a full time paraprofessional who assists him. He is unable to use a standard keyboard because of his physical limitations. Additionally, his speech is frequently unintelligible. He currently uses single message and multiple message voice output devices, eye gaze, and limited direct selection to complete his academic work. Kelly is functioning at about the second grade level in most curricular areas.

Annual Goal: Kelly will use an adapted keyboard with custom overlays and a computer with talking word processing to complete all academic work.

STO 1: Using an adapted keyboard with a custom spelling template, Kelly will complete a 10 word weekly spelling test taken from second grade curriculum and his current reading materials, with 80% accuracy once a week.

STO 2: Using an adapted keyboard with a custom overlay with three character names and facts or characteristics about them from a current reading selection, Kelly will generate three sentences describing a character or their actions with 100% accuracy on three out of four opportunities.

STO 3: After participating in a cooperative group science project, Kelly will use an adapted keyboard with a custom overlay that randomly lists three to five steps involved in the science project to sequence the steps in proper order with 80% accuracy and "read" them to his group as the "recorder" on three out of four opportunities.

STO 4: Using a basic numbers overlay on an adapted keyboard, Kelly will complete his adjusted daily math assignment with 100% accuracy on four out of five opportunities.

An adaptable keyboard with customizable overlays will allow Kelly to meet all four of his STOs, short term goals, in order to meet his annual goal by reducing his physical and speech related limitations. Kelly will be able to more fully express details about his wants, needs, and effectively demonstrate his level of understanding of various academic concepts within his third grade classroom. 

Sample IEP and AT Device

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.

The assistance of a portable word processor will help Eric tremendously when it comes to completing lengthy assignments for English or Civics. He will be able to express his ideas and knowledge by typing his assignments without tiring his hand muscles from handwriting long papers.  

Sample IEP Goal and AT Device

As I am progressing through my exploration of Assistive Technology in the Special Education classroom, I have decided to select sample IEP goals and find different devices that will meet students' unique needs. 

Present Level of Academic Achievement and Functional Performance: Steven is a four-year-old boy diagnosed with pervasive developmental disorder. His placement is in an Early Childhood classroom. He is able to understand and comprehend when spoken to, but does not communicate his needs consistently. When choices are simplified and broken into steps, Steven will try to communicate wants and needs. Peer interactions are limited.

Annual goal: Steven will use a picture board or voice output device to express wants and needs to adults and peers in both home and school at least four times each day.

STO 1: During meal times at school and at home, Steven will use a picture board to point to at least three of six foods he wants to eat, two of three meals each day.

STO 2: Using a voice output device, Steven will make a choice of a “center” he wishes to participate in during choice/work time three or four days per week.

STO 3: During group story time, Steven will use a single message voice output device to complete a repeated story line with peers 90% of the time as observed on 10 random trials.

*STO = Short Term Objective

This voice output device with pictures is a great fit to help Steven start expressing his wants and needs with his family. This device meets the needs of Pre-K students because it includes pictures for them to select from and most students are not reading at this level. In addition to selecting the pictures of the items he desires, Steven will be able to hear the voice output from the device which will further strengthen his communication skills.