• Ensure that the student has a way to appropriately express their wants and needs.
• Identify and establish appropriate functional communication system (e.g. sign language, Picture Exchange Communication System (PECS), voice output, etc.).
• Ensure that the student has access to their (portable) communication system across all contexts, all of the time.
• Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.
• Understand that picture schedules and functional communication systems are NOT the same thing; they do not serve the same purpose.
• Paraphrase back what the student has said or indicated.
• Simplify your language, highlighting what is important. For example, for a non-verbal student, simply say “Sit in chair” instead of “Sit in your chair please.”
• Label areas in the room with words and pictures.
• Use sequencing cards to teach order of events.
• Use clear and unambiguous language.
• Avoid sarcasm (students with autism may have a hard time understanding).
• Explicitly teach the meaning behind puns, idioms, figurative language, etc.
• Try to be as literal and clear as possible.
• Use words in addition to gestures and facial expressions.
• Help student interpret conversations.
• Remind other students that some students may not get jokes or non-verbal language.
• Repeat instructions and check for understanding.
• Use short sentences when giving instructions.
• Engage student in role-plays to target reciprocal conversation.
• Program for generalization of communication skills across all contexts.
