teaching communication skills - vcu rrtc · web viewboth verbal and nonverbal communication is...

Teaching Communication Skills

Slide 2: Introduction

In this presentation we want to look at the strategies we can use to help teach communication.

Everyone who works with the student has to know how to teach these skills.

In this presentation you will learn:

o Why do we teach students with ASD communication skills?

o What are the communication skills we teach students with ASD?

o What are the different modes of communication a student with ASD might use?

o What are some general intervention strategies we use to teach?

Earlier in this course we talked about the challenges students with ASD have with communication. In this presentation we want to look at the strategies we can use to help teach communication.

Because communication is so important, everyone who works with the student has to know how to teach these skills. There is not one single way we will do this. Instead there are many interventions that we will use to teach communication skills to students with ASD. In this presentation you will learn:

Why do we teach students with ASD communication skills?

What are the communication skills we teach students with ASD?

What are the different modes of communication a student with ASD might use?

What are some general intervention strategies we use to teach?

Slide 3: What are some of the challenges in communication?

We use expressive communication to relay information to someone else.

Both verbal and nonverbal communication is impacted.

Receptive communication is understanding a message someone else is trying to get across.

Let’s start by reviewing communication and some of the challenges students with ASD may have.

If you remember, we use expressive communication to relay information to someone else. We communicate both verbally and nonverbally. We talk and say things out loud to relay information verbally. Nonverbally means we use gestures, facial expressions, or body language to say things or relay information. For those with ASD, both verbal and nonverbal communication will be impacted. Some students do not talk at all. Some use only a few words or short phrases. Others might talk a lot, but have odd mannerisms or not be able to talk about different topics. For example, Jeffrey is 18 and can talk on and on about Thomas Jefferson, but he doesn’t talk about video games, football, or girls! Jeffrey doesn’t look at the person when he talks and often paces back and forth.

There is another part of communication. It is called receptive communication. Receptive communication is understanding a message someone else is trying to get across. We use this to understand directions, questions, and comments that other people say to us. Students with ASD will have difficulty with receptive communication too. Some students may understand very little. For example, Tyler is unable to follow any directions his teacher gives him without some help. Other students may comprehend a lot but have problems understanding language that is not concrete. For example, when Jeffrey is told to “put a lid on it” he tries to find a lid to a marker or pen. He doesn’t understand this is a figure of speech.

Slide 4: Why is communication important?

It is important that every student with ASD have a way to communicate.

o They need to be able to express their wants and needs.

o They need to be able to ask for help.

o They need to be able to ask questions.

o They need to be able to say “no”.

o They even need to be able to have a conversation.

Teaching communication skills will help improve the quality of life for the person.

It is important that every student with ASD have a way to communicate. They need to be able to express their wants and needs. They need to be able to ask for help. They need to be able to ask questions. They need to be able to say “no”. They even need to be able to have a conversation.

Imagine for a minute if you did not have a way to communicate. Imagine you didn’t have a way to express yourself. What if you could not tell someone what you wanted to eat? What if you couldn’t tell someone “no” or “I don’t want to”? What if you couldn’t have a conversation about

what you did over the weekend? How would you feel? I am sure you would feel frustrated, angry, and even lonely.

Teaching communication skills will help improve the quality of life for the person. It is perhaps the most meaningful thing we can teach!

Slide 5: What communication skills do we teach?

The communication skills we teach will be individualized.

We will want to first look at the goals outlined in the student’s Individualized Education Plan (IEP).

In addition to the IEP goals, we will want to figure out if the student has interfering behaviors that occur because he is missing valuable communication skills.

As a paraprofessional, it is important that you talk to the supervisory teacher when you see communication skills a student needs to work on.

Just like with all other skills, the communication skills we teach will be individualized. We will want to work on skills that are needed by the student.

Determining the communication skills to teach is a lot like determining the social skills to teach. We will want to first look at the goals outlined in the student’s Individualized Education Plan (IEP). In the next slide we will look at examples of IEP goals.

In addition to the IEP goals, we will want to figure out if the student has interfering behaviors that occur because he is missing valuable communication skills. Just like with social skills, difficulty with communicating can often lead to interfering behaviors. For example, when Tyler cannot ask for the toy train sitting on the shelf, he screams, cries and falls to the floor. When Jeffrey wants to talk about Thomas Jefferson, he talks during class and gets in trouble.

As a paraprofessional, it is important that you talk to the supervisory teacher when you see communication skills a student needs to work on. Discuss the skill the student needs to learn and figure out how you can work on this skill during the school day.

Slide 6: Teach communication skills identified in the IEP

We just mentioned that the student’s IEP will drive what we teach. Here are a few example of IEP objectives for a student with ASD:

Student IEP ObjectiveKatie, 2nd grade When asked a question, Katie will respond with a one

word answer.Carl, 6th grade Carl will initiate and respond to greetings with peers and

adults in the school environment.

Denesha, pre-kindergarten Denesha will request to get a desired object at least 10 times a day.

Alex, 10th grade Alex will use volume and grammar that is appropriate for the setting he is in when speaking with a peer or adult.

Slide 7: Teaching communication

When teaching communication, we know WHAT we teach will vary from student to student.

The method or mode that the student uses to communicate will vary too.

The mode of communication refers to the way the person communicates.

We want communication to be enjoyable and meaningful for the student with ASD and using an appropriate system for the student is one of the first steps.

When teaching communication, we know WHAT we teach will vary from student to student. However, communication is much more complicated. The method or mode that the student uses to communicate will vary too.

The mode of communication refers to the way the person communicates. We already mentioned that not all students can talk. There are many systems and supports that we can use to teach communication. Some students with ASD talk and use verbal language. Others may use sign language. Others may hand a picture to a person, while others may use technology that speaks for them.

Once we know what to teach a student, we must also know the mode or way the student is to communicate. We want communication to be enjoyable and meaningful for the student with ASD and using an appropriate system for the student is one of the first steps. If the student does not talk, then the educational team will determine the mode of communication to teach the student. Sometimes a student will have only one mode they are learning. For example, Katie is working only on learning sign language. Other students may have more than one mode. For example, Denesha uses both words and pictures to communicate.

Let’s look at some different types of communication systems.

Slide 8: Sign language

One way students with ASD may communicate is through sign language.

Benefits of using sign language:

o Sign language doesn’t require special equipment.

o It is portable.

o No time has to be spent on preparing the system other than teaching it.

Sometimes these students develop a sign language of their own that is not readily understood or recognized by others except their family members and service providers.

One way students with ASD may communicate is through sign language. There are benefits of using sign language. One benefit is that sign language doesn’t require special equipment. It is portable and no time has to be spent on preparing the system other than teaching it. Some students may be able to sign easily while others may have challenges with using fine motor skills to make the sign with their hands. Sometimes these students develop a sign language of their own that is not readily understood or recognized by others except their family members and service providers.

Slide 9: Sign language video

In this first video you will see a student using sign language to request her reinforcer, candy, from the speech therapist with whom she is working.

Slide 10: Video: Sign language

Yes, candy!

Good Listening!

Slide 11: Video: using sign language with the teacher

In this video you will observe a student using sign language communicating with his teacher. Please notice that the signs used by the student are mostly approximations and may not be readily understood by everyone, especially those unfamiliar with the student.

Slide 13: Exchange systems

Students may give or exchange an object or a picture with a person to communicate.

The student may hand a person an object that represents the item he wants.

The student may use a picture, which can be a real photograph or a drawing of an item, to communicate his wants and needs.

Students may give or exchange an object or a picture with a person to communicate. With this system, the student may hand a person an object that represents the item he wants. For example, during snack time in order to request more chips, Tommy takes the chip bag to the teacher. The student may use a picture, which can be a real photograph or a drawing of an item, to communicate his wants and needs. On the slide is an example of a picture exchange system. The student may select the picture of what he wants and hand it to an adult. In another example, Susan uses her picture exchange board to select the picture of the nurse to tell her teacher that she isn’t feeling well.

Slide 14: Exchange systems video

This video demonstrates how to the Picture Exchange Communication System(PECS) is used in a variety of communication exchanges.

Slide 15: Video: Picture Exchange Communication System (PECS)

I want to eat sweets. Sweets! I want candy. Which one? Candy. Sit! I want eat bread. I want eat bread. I want drink water. I want to drink water. Here you go.

Slide 16: Voice Output Communication Aids (VOCA)

Voice Output Communication Aids (VOCA) are computerized devices that are programmed to speak for the student.

Voice Output Communication Aids (VOCA) are computerized devices that are programmed to speak for the student. There are many different types of VOCAs. Some can only be programmed to say a few words while others can hold thousands of word and phrases. There are devices specifically built to be a voice output system, such as a Dynavox. However, voice output may be on applications used with smart phones and iPads as well. Above on the left is a picture of a Dynavox. On the left is an iPad which is used to communicate.

Slide 17: VOCA Video

This video is a demonstration of a student using a VOCA to make a request for bubbles in a speech therapy session.

Video: Using VOCA to make a request

I want bubbles!

Slid 19: Video: Using VOCA to order lunch

In this video a young man with ASD uses his VOCA to order his lunch at a restaurant with his family.

Slide 20: Video: Using VOCA to order lunch

VOCA: I want the cheeseburger with onion and lettuce, ranch on the side extra.

Waiter: I’m going to need that one more time---that was fast!

VOCA: I want the cheeseburger with onion and lettuce, ranch on the side extra?

Waiter: (Repeats order)

Young Man: Yeah! Yeah! Yeah!

Slide 21: Communication skills identified in the IEP

Now that we have talked about the mode of communication for the student, let’s look again at the IEP goals. This time we will add the mode into the goal so we know not only What the student is working on but the Way he is to communicate.

Student IEP ObjectiveKatie, 2nd grade When asked a question, Katie will respond with a one

word response using sign language. Carl, 6th grade Carl will use his communication device to initiate and

respond to greetings with peers and adults in the school environment

Denesha, pre-kindergarten Denesha will exchange a picture to get a desired object at least 10 times a day.

Alex, 10th grade Alex will use proper volume and grammar when speaking with a peer or adult.

Slide 22: Apply it!

Please get your “Apply it!” paper titled Communication and go to the question titled Communication Objectives.

o -List at least 3 communication objectives that are written in the student’s IEP.

o -List the mode or modes the student uses to communicate.

Please get your “Apply it!” paper titled Communication and go to the question titled Communication Objectives. Pause the presentation and identify a student with ASD with whom you work. Write down the name of the student and do the following:

-List at least 3 communication objectives that are written in the student’s IEP.

-List the mode or modes the student uses to communicate.

Once you have completed this activity share your responses with your supervisory teacher. This is a good opportunity to ensure you are aware of the communication objectives your students are working on and know the mode he or she is using to communicate.

Slide 23: How do we teach communication?

Just as with any other kind of instruction we have to individualize how we teach the student.

As we work on communication we will use many of the same strategies we use to teach social skills.

Just as with any other kind of instruction we have to individualize how we teach the student. As we work on communication we will use many of the same strategies we use to teach social skills.

Slide 24: General intervention strategies

Do you remember the general strategies we discussed when teaching social skills?

When teaching communication, we can use these exact same strategies!

These general strategies or simple tips can be incorporated into our daily routine to make sure we are teaching communication skills and helping our students learn.

Do you remember the general strategies we discussed when teaching social skills? When teaching communication, we can use these exact same strategies! These general strategies or simple tips can be incorporated into our daily routine to make sure we are teaching communication skills and helping our students learn.

Student Objective Natural opportunityWhen asked a question, Katie will respond with a one word response using sign language.

It is snack time and Katie can have chips or crackers. This is a great time to have her request. Her teacher asks her, “Do you want chips or crackers?” Katie responds with the sign for cracker.

Carl will use his communication device to initiate and respond to greetings with peers and adults in the school environment

Carl enters the room in the morning and the teacher is standing near the door. This is a natural opportunity to greet someone. Carl is prompted to

greet the teacher. Alex will use proper volume and grammar when speaking with a peer or adult.

Alex enters the school library and begins to talk loudly. The paraprofessional sees this as a teaching opportunity. The paraprofessional works with Alex to talk quietly.

Slide 25: Use natural opportunities to teach communication skills

Tip 1. Anytime there is a natural opportunity to work on a communication skill, grab it!

New communication skills will be challenging for the student.

It is important that we pay attention and respond to all attempts of communication by the student.

Responding to all attempts to communicate really requires us to pay close attention!

Sometimes the student’s attempt to communicate will be subtle.

Tip 1. Anytime there is a natural opportunity to work on a communication skill, grab it!

Just like with social skills, learning new communication skills will be challenging for the student. It is important that we pay attention and respond to all attempts of communication by the student. This is especially important when the communication is appropriate! Let’s look at an example. Denesha is just learning to request. Because talking is new to her, the words are not always clear. She says “coo-ee”. The teacher is thrilled that Denesha tried to say the word “cookie” and gives her a bite.

Responding to all attempts to communicate really requires us to pay close attention! Sometimes the student’s desire to communicate will be obvious. For example, Denesha screams and reaches towards the snack shelf. It is obvious that Denesha is “communicating” that she wants something to eat. Sometimes, however, the student’s attempt to communicate will be more subtle. Let’s look at Carl. He will often walk up to the teacher and stand beside him. He says nothing. In this example, Carl wants to communicate, but does not know how. It is our job to figure out what he wants and to help him. You must therefore take the lead and ask Carl if he needs something or ask him to show you what he wants.

Here are a few examples:

Slide 26: Examples of using natural opportunities

Student Objective Natural opportunityWhen asked a question, Katie will respond with a one word response using sign

It is snack time and Katie can have chips or crackers. This is a great time to have her request.

language. Her teacher asks her, “Do you want chips or crackers?” Katie responds with the sign for cracker.


Carl enters the room in the morning and the teacher is standing near the door. This is a natural opportunity to greet someone. Carl is prompted to greet the teacher.

Alex will use proper volume and grammar when speaking with a peer or adult.

Alex enters the school library and begins to talk loudly. The paraprofessional sees this as a teaching opportunity. The paraprofessional works with Alex to talk quietly.

Slide 27: Provide a lot of opportunities to teach communication skills

Tip 2. Provide a lot of opportunities to work on communication skills throughout the entire school day.

You will also need to create times for the student to work on communication.

Tip 2. Provide a lot of opportunities to work on communication skills throughout the entire school day.

In addition to taking advantage of times that naturally pop up during the school day, you will also need to create times for the student to work on communication. This can be done in several different ways. Sometimes it might be done while working alone with the student at the table. For example, Alex is working on talking with appropriate grammar. During the day you might sit down with Alex and spend several minutes having a conversation, while helping him to use good grammar. Let’s look at examples of creating times to work on communication:

Slide 28: Let’s look at some examples…

Student Objective Teaching opportunityWhen asked a question, Katie will respond with a one word response using sign language.

At two different times during the day, the paraprofessional works alone with Katie helping her to make a sign for a new item. They practice making the finger motions since this is hard for Katie to learn.After Denesha has finished an academic work task, the paraprofessional works with her to request items she likes. The paraprofessional will put several items on the table and prompt Denesha to ask for one. Denesha gets to play with it for about 30 seconds, then the parprofessional has her ask for a different item.

Provide a lot of opportunities to teach communication skills

Other ways you might teach communication throughout the day is to “set up situations” by manipulating the environment or materials.

As you work with students with ASD, this will become one of the best ways you can teach communication during the school day.

Manipulating the environment simply means you structure it in such a way that it fosters communication

Other ways you might teach communication throughout the day is to “set up situations” by manipulating the environment or materials. As you work with students with ASD, this will become one of the best ways you can teach communication during the school day. Manipulating the environment simply means you structure it in such a way that it fosters communication.

Slide 30: Let’s look at some examples

Student Objective Teaching opportunityWhen asked a question, Katie will respond with a one word response using sign language.

Katie enjoys snack time. Instead of letting Katie simply eat her snack on her own, the teacher holds the snack items. The teacher asks her, do you want chips or crackers. Katie has to sign what she wants. The teacher then asks her do you want juice or water. Again, Katie has to sign what she wants. At the end of snack, the teacher asks if she is finished. Katie has to sign “yes” or “no”.


Carl is asked to pick up the attendance from the next door classrooms and deliver the attendance to the office. At each stop he has to greet a person including the office helper.

Denesha will exchange a picture to get a desired object at least 10 times a day.

During snack, the straw from her drink box is removed so that she has to ask for it in order to get a drink.


During math, Denesha is not given a pencil. She has to request the pencil to do her work.


Denesha’s reinforcement items (koosh balls, play doh, etc.) are kept on a shelf she cannot reach. This requires her to ask for the items.

Think about it!

Take a minute and complete this “Think about it!” Please get your “Think about it!” sheet titled Communication and go to the question titled Irving.

Irving is in 6th grade. He attends general education for all of his classes except English and Math. He goes to a resource special education classroom. In History and Science, both a general education teacher and a paraprofessional provide instruction. Irving is working on the following communication skills:

o -asking for help when he doesn’t understand the school work

o -asking for help when the computer, a toy or some other item does not work

o -asking the teacher to repeat something if he is unable to write down the notes quickly enough

o -using a full sentence to ask for something he wants

Take a minute and complete this “Think about it!” Please get your “Think about it!” sheet titled Communication and go to the question titled Irving.

Read the case example below. On your “Think about it!” paper, list 3 ways you might manipulate the environment to work on communication.

Irving is in 6th grade. He attends general education for all of his classes except English and Math. He goes to a resource special education classroom. In History and Science, both a general education teacher and a paraprofessional provide instruction. Irving is working on the following communication skills:

-asking for help when he doesn’t understand the school work

-asking for help when the computer, a toy or some other item does not work

-asking the teacher to repeat something if he is unable to write down the notes quickly enough

-using a full sentence to ask for something he wants

Slide 32: Thoughts!

Asking for help when he doesn’t understand the school work

During Math, provide Irving with a worksheet he doesn’t know how to do and prompt him to immediately ask for help

Asking for help when the computer, a toy or some other item does not work

Send Irving to the computer and purposefully unplug it ahead of time

Asking the teacher to repeat something if he is unable to write down the notes quickly enough

When the students are to write down the homework assignment in English, the teacher can purposefully talk quickly and then support Irving as he asks for the instructions to be repeated

Using a full sentence to ask for something he wants

The materials Irving needs to do the science experiment are out of reach. Irving has to ask the teacher for the materials

There are many different ideas. Here are some suggestions:

Asking for help when he doesn’t understand the school work

During math provide Irving with a worksheet he doesn’t know how to do and prompt him to immediately ask for help

Asking for help when the computer, a toy or some other item does not work

Send Irving to the computer and purposefully unplug it ahead of time

Asking the teacher to repeat something if he is unable to write down the notes quickly enough

When the students are to write down the homework assignment in English, the teacher can purposefully talk quickly and then support Irving as he asks for the instructions to be repeated

Using a full sentence to ask for something he wants

The materials Irving needs to do the science experiment are out of reach. Irving has to ask the teacher for the materials

Slide 33: Provide praise and reinforcement

Tip 3. Provide praise and reinforcement anytime the student uses an appropriate communication skill or tries to use the skill.

Be sure to provide a lot of praise and motivation for the student!

Tip 3. Provide praise and reinforcement anytime the student uses an appropriate communication skill or tries to use the skill.

We have talked about reinforcement a lot during this course because it is so important. Be sure to provide a lot of praise and motivation for the student!

Examples of reinforcement

Student Objective ReinforcementWhen asked a question, Katie will respond with a one word response using sign language.

When Katie signs “cracker” during snack she is immediately given 2 crackers and the teacher praises her doing such a good job.


When Carl greets a person, the person immediately says “Hi, Carl! It is great to see you today!” Carl loves the interaction with others so this is a great reinforcement for him.


When Alex uses the correct volume in the library he is given a token which earns him free time at the end of the week.

Slide 35: Provide prompting

Tip 4. Prompt the student to help him or her learn to use the new skill.

Prompts:

o Verbal prompt

Full verbal prompt

Partial verbal prompt

A WORD OF CAUTION! Using verbal prompts can be very problematic for the student with ASD.

Waiting is hard but it is an important part of teaching communication skills!

Tip 4. Prompt the student to help him or her learn to use the new skill.

The student will have to be taught the new skill. Therefore, we will need to provide prompting. When teaching communication, we will typically use a verbal prompt. We can provide a full verbal prompt or a partial verbal prompt. A full verbal prompt is where we say the whole thing we want the student to say. For example, if I want Denesha to say “cookie, please” I would model “cookie, please”. A partial verbal prompt is where we say only part of it. Using this same example, I might model “coo…” and then wait for Denesha to say “cookie, please”. When teaching a student to use sign language, exchange a picture or object, or use a Voice Output system, we will also have to use physical prompts.

A WORD OF CAUTION! Using verbal prompts can be very problematic for the student with ASD. It is easy for us to always provide a verbal prompt for the student. We have to be really

careful not to do this. The student will come to expect us to prompt him and will become dependent. We want the student to gain independence. If we always provide a prompt, then they won’t become independent. Typically, we use a full verbal prompt when the student is just learning the skill. As they start to learn it, we use a partial verbal prompt. As they improve more, we can simply wait and see if they say it correctly. Waiting is hard but it is an important part of teaching communication skills!

Slide 36: Examples of providing prompting

Student Objective PromptWhen asked a question, Katie will respond with a one word response using sign language.

-Katie is just learning how to ask for milk. During snack, the teacher asks, if she wants milk or water. Immediately, her teacher models the sign for milk and provides a physical prompt to help her make the sign for milk. -3 days later, the teacher asks if she wants milk or water. She immediately models the sign for milk and provides a partial physical prompt to help her make the sign.-Several days later, again, the teacher asks if she wants milk or water. This time the teacher waits to see if Katie is able to make the sign by herself.


-Carl enters the room in the morning and the teacher is standing near the door. The paraprofessional provides a point prompt to his iPad. -Several days later, again the teacher is at the door. This time the paraprofessional waits to see if Carl will greet his teacher without a prompt.


-Alex is telling his teacher that he is finished with math. The paraprofessional provides a full verbal prompt and models, “I am finished with math.”-Several days later, the paraprofessional changes the prompt to a partial verbal and models, “I am…”. She waits for Alex to say the entire sentence.

Slide 37: Know when you will work on different skills

Tip 5. Know when you will work on different communication skills during the school day!

Communication skills are to be worked on all day long!

Tip 5. Know when you will work on different communication skills during the school day!

Just like with social skills, communication skills are to be worked on all day long! Therefore, outline when you are to work on the communication skills in a daily schedule. This will help you to stay organized and ensure work is being done on the skills.

Slide 38: Example of schedule to work on communication skill

Time of Day Communication Skill8:00-8:15 Greet teacher

Request: use bathroomRequest: drink of water

8:15-8:30 Request: materials needed for reading (book and pencil)Request: reinforcement item to play with for working hard

8:30 – 8:45 Request: chair to sit inRequest: song to sing in groupRequest: puppet to use during turn takingRequest: item to play with after group time

8:45-9:00 Request: snack to eatRequest: drink preferenceRequest: strawRequest: indicate when finishedRequest: bathroom

9:00-9:30 Request: materials needed for math (book and pencil)Request: breakRequest: reinforcement item to play with for working hard

Slide 39: Summary

Communication difficulties present many challenges for students with ASD.

First, it is essential to provide the student with ASD a system by which they can effectively and efficiently communicate.

There are several different strategies for teaching these skills.

As a paraprofessional you will be instrumental in identifying the communication skills the student needs to work on.

You will also be teaching the student communication skills throughout the entire school day.

It is important to use a variety of different strategies to help the student learn.

Communication difficulties present many challenges for students with ASD. First, it is essential to provide the student with ASD a system by which they can effectively and efficiently communicate. This system will vary from student to student. In addition, there are several different strategies for teaching these skills. In this presentation we have looked at a few different strategies that can be used with students with ASD to support their communication efforts.

As a paraprofessional you will be instrumental in identifying the communication skills the student needs to work on. You will also be teaching the student communication skills throughout the entire school day. It is important to use a variety of different strategies to help the student learn.

teaching communication skills - vcu rrtc · web viewboth verbal and nonverbal communication is...

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