ASD-S4: Demonstrates the ability to communicate effectively and consistently, using strategies to help students with ASD communicate effectively including; modeling and reinforcement, repairing communication breakdowns, providing relevant social/communication cues and implementing planned interventions such as picture exchange or symbolic communication systems under the direction of licensed staff.

Introduction

Assisting the communication skills development of persons with Autism Spectrum Disorders is a critically important role. To do this, a basic understanding of how people with ASD process information is essential. Since they perceive and process the world somewhat differently than most people, the best process to facilitate communication growth will be different too.

The first two lessons in this unit address the unique processing style of individuals with ASD and their difficulties with pragmatic language usage. The remaining three lessons describe strategies to assist individuals with ASD improve their communication skills.

Objectives

As you read the objectives for this unit, think about and rate your current knowledge using the following scale.

1. I do not understand this.
2. I do understand this.
3. I understand this well enough to use in my work.
4. I could teach others about it and use it in my work.

Upon completion of this unit, you will:

• Understand that there are underlying neurological issues resulting in significant communication difficulties.
• Use a variety of strategies that support the communication skills development of individuals with ASD.
• Understand basic elements of augmentative and alternative communication.

The Para eLink is sponsored by the Minnesota Paraprofessional Consortium, in collaboration with the Minnesota Department of Education, located at the Institute on Community Integration in the College of Education and Human Development at the University of Minnesota.

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