Category Archives: Communication

Communication is one of the most difficult areas for children with ASD. Find resources for language acquisition, promoting functional communication, and much more.

“why Didn’t They Just Say That?”

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by Jennifer M. Schmidt, MEd

(XCM Schmi 2018)

“Let’s create a class instead of the typical social skills programs!” With this statement began the development of this innovative evidence-based curriculum for secondary students with ASD and their neurotypical (NT) peers. PEERspective is a complete curriculum that teaches high school students self-awareness, self-acceptance, relationship building, conflict resolution, managing stress and wellness, and many other topics that have lifelong impact on students’ lives.

If available, item can be check out from the resource room at no cost.

 

Enhancing Communication for Individuals with Autism

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 by Howard Shane, Emily Laubscher, Ralf Schlosser, Holly Fadie, James Sorce, Jennifer Abramson, Suzanne Flynn, & Kara Corley

(XCM Shane 2015)

Visual Immersion System (VIS) is a practical, research-based intervention framework that taps into the strong visual processing skills many children on the spectrum have. You’ll learn how to use readily available resources—from photos and symbols to apps and software—to create a customized system of visual supports that boost seven key communicative functions.

If available, item can be checked out from the resource room at no cost.

The Social Skills Picture Book Teaching Play, Emotion, and Communication to Children with Autism

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social skills picture bookThe Social Skills Picture Book Teaching Play, Emotion, and Communication to Children with Autism by Jed Baker.

XSS Baker 2001

This book uses photographs of students engaging in a variety of real-life social situations. The realistic format plays to the visual strengths of children with ASD to teach appropriate social behaviors. Color photographs illustrate the “right way” and “wrong way” to approach each situation and the positive/negative consequences of each. A facilitator (parent, teacher, etc.) is initially needed to explain each situation, and ask questions such as “What is happening in this picture?” Children role-play skills until confident enough to practice them in real-life interactions.

If available, item can be checked out from the resource room at no cost.

Conversation Skills on the Jobs and in the Community

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conversation skillsConversation Skills on the Jobs and in the Community by Marily Banks.

(XSS Banks)

Provide basic conversation skills to students with developmental disabilities and show them how to initiate social interactions. With 50-plus self-managed lessons, this book is self-paced and takes only 12 weeks of bi-weekly, 10 minute training sessions during which students acquire a ready social repertoire. Pp. 106.

If available, item can be checked out from the resource room at no cost.

Teaching Conversation to Children with Autism

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teachingconversationTeaching Conversation to Children with Autism by Lynn E. McClannahan and Patricia J. Krantz.

(XCM McCla 2005)

By reading this book you will understand how scripts and script fading can provide a predictable and meaningful structure for children and adults with autism to engage in conversation.  By using this strategy, children begin by playing recorded words or phrases to initiate conversation and often progress to speaking spontaneously with other children or adults. Pp. 155.

If available, item can be checked out from the resource room at no cost.

Comic Strip Conversations: Illustrated Interactions that Teach Conversation Skills to Students with Autism and Related Disorders

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comicstripComic Strip Conversations:  Illustrated Interactions that Teach Conversation Skills to Students with Autism and Related Disorders by Carol Gray.

(XBC Gray 1994)

This is a book of comic strip conversations that illustrate ongoing communication and provides additional support to individuals who struggle to comprehend the quick exchange of information that occurs in a conversation.  These strips identify what people say and do, and emphasize what people may be thinking. Pp. 37.

If available, item can be checked out from the resource room at no cost.

Simple Signs (Picture Puffins)

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simplesigns Simple Signs (Picture Puffins) by Cindy Wheeler.

(XBC Wheel 1995)

A few basic words as expressed in American Sign Language are presented in this book. Each page is devoted to a single word or concept, e.g., “hello,” “cat,” and “happy.” A pen-and-ink diagram of the ASL gesture or sign appears beside a full-color watercolor illustration of the object or emotion being described. Pp. 32.

If available, item can be checked out from the resource room at no cost.

A Pictures Worth: PECS and other Visual Communication Strategies in Autism

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apicturesworthA Pictures Worth:  PECS and other Visual Communication Strategies in Autism by Andy Bondy.

(XBC Bondy 2002)

This easy-to-understand guide presents in detail the Picture Exchange Communication System (PECS) — pictures used by a child to express his needs and desires without a prompt from another person — as well as an overview of other augmentative and alternative communication systems. Pp. 300.

If available, item can be checked out from the resource room at no cost.

Picture Exchange Communication System Training Manual

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pictureexchangecommunicationsystemPicture Exchange Communication System Training Manual by Lori Frost & Andy Bondy.

(XCM Frost 2002)

This book presents an updated description of The Picture Exchange Communication System.  Emphasis is placed on the importance of laying the foundation for communication training by systematically structuring the learning environment.  The pyramid approach to education focuses on functional activities and communication, powerful reinforces, and behavioral intervention plans. It encourages creativity and innovation on the teacher’s part through data-based decision making.  Pp. 396.

If available, item can be checked out from the resource room at no cost.

The Friendship Factor

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friendshipfactorThe Friendship Factor by Kenneth Rubin.

(XSS Rubin 2002)

A book on the importance of children’s friendships that helps parents to teach their children the essential life skill of working with and getting along with others. Dr. Kenneth Rubin researched 25 years on friendship and now reveals the importance of healthy social development to a child’s emotional and intellectual growth. Pp.308.

If available, item can be checked out from the resource room at no cost.

How Would the Story End

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howwouldthestoryendHow Would the Story End by Jean Gilliam DeGaetano.

(XCM DeGae 2000)

This book is full of activities which encourages each student to listen carefully to the details and sequence of events in each story and then orally express an appropriate ending to the story.  This is appropriate for students who need to develop logic in what will probably happen next, based on what has already happened, as well as for students who need practice in talking about sequential events.  Pp. 60.

If available, item can be checked out from the resource room at no cost.

Teach Me Language: A Language Manual for children with autism, Asperger’s syndrome and related developmental disorders

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teachmelanguageTeach Me Language: A Language Manual for children with autism, Asperger’s syndrome and related developmental disorders by Sabrina, Ph.D. Freeman, Lorelei Dake, and Sabrina K. Freeman.

(XCM Freem 1997)

This step by step “How to” manual has instructions, explanations, examples, games and cards that attack language weaknesses common to children with pervasive developmental disorders aged kindergarten through teen years. Visual learners tend to benefit the most from this book which includes concepts such as social language, general knowledge, grammar and syntax, functional knowledge, written expression, and language-based academic concepts.  This book should be introduced once the child has learned one and two word sentences, has some basic vocabulary, and can answer simple questions from a picture book.  Pp. 410.

If available, item can be checked out from the resource room at no cost.

PECs

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pecsPECs by Lori Frost and Andrew Bondy.

(XCM Frost 2004)

This DVD provides an overview of the potential benefits of using PECS. It portrays examples of each training phase within PECS in the school, home, and the community settings with a variety of communicative partners.  26 minutes.

If available, item can be checked out from the resource room at no cost.

Visual Strategies for Improving Communication: Practical Supports for School & Home

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visualstrategiesforimprovingcommunicationVisual Strategies for Improving Communication: Practical Supports for School & Home by Linda A. Hodgdon.

(XCM Hodgd 1995)

A comprehensive book used to explain the use of visual strategies in order to improve communication for students with autism spectrum disorders and other students who experience moderate to severe communication impairments.  It is full of easy to use techniques and strategies that will help these students participate more effectively in social interactions and life routines. Pp. 232.

If available, item can be checked out from the resource room at no cost.

What Did You Say? What Do You Mean?: An Illustrated Guide to Understanding Metaphors

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whatdidyousay What Did You Say? What Do You Mean?: An Illustrated Guide to Understanding Metaphors by Jude Welton, Jane Telford, and Elizabeth Newson.

(XBC Welto 2004)

This visual workbook looks at a hundred of the most common figures of speech and is designed as a springboard for family and classroom discussions. Each figure of speech is accompanied by an illustration showing its literal meaning, which will help AS children recognize and learn to enjoy metaphors and figurative language. Pp. 128.

If available, item can be checked out from the resource room at no cost.

Making Visual Supports Work in the Home and Community Strategies for Individuals with Autism and Asperger Syndrome

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makingvisualsupportsMaking Visual Supports Work in the Home and Community Strategies for Individuals with Autism and Asperger Syndrome by Jennifer L. Savner and Brenda Smith Myles.

(XCM Savne 2000)

Visual supports help children and youth with autism, Asperger Syndrome and other special needs understand their world better and therefore help them function more independently. This resource goes beyond the familiar use of visual supports as schedules with children with disabilities to include information sharers, checklists/organizers, and visual behavior supports. Richly illustrated and user-friendly, the book provides parents with all the information they need to make effective visual supports specifically designed for their child using a variety of materials, many of them commonly found around the house. Pp. 40.

If available, item can be checked out from the resource room at no cost.