Items for Classroom Postings
Communication Hierarchy
This is the classroom-teaching model used by the Autismn Program to facilitate communication development throughout the day using visual strategies that incorporate a visual communication system (vcs). This does not replace the program offered by the Speech Language Pathologist in the support of the educational program.
1. Teach the child to initiate attention by using an exchange/point to picture representing highly desired item/activity
2. Teach the child to travel in order to gain attention while continuing to use the exchange/point to VCS representing highly desired item/ activity
3. Teach the child to discriminate pictures (photographs, illustrations, or picture), objects, words discrimination with a communication board/book/device to teach the child to:
§ select a preferred from a non-preferred item
§ select a preferred from an irrelevant item
§ select among preferred items
4. Teach the child to connect ideas/phrases “sentence building” and move to Step 5 (communication board/book/device) with familiar words
§ “I want” “I see” “I have”
§ concepts such as big/little, long/short
§ subject vocabulary, color words, other
§ use to comment, request
5. As the child understands how to “sentence build” with VCS, communication board/ book/device with objects, pictures or words to are used to support instruction and to build vocabulary throughout the day
§ continue to teach new words separately if needed (Step 4)
6. Personal/ environmental visual cues are used independently by the student to support instruction and behavior
§ behavior cues
§ instructional cues
§ social skill cues
§ work skill cues
The Autism Program
§ Does not endorse the use of withholding activities and rewards in order to demand verbal expression. The program methodology follows the beliefs that students will use the most convenient form of communication. If the child is able to develop verbal language, the child will determine when he/ she is ready to drop the VCS and use speech
§ Communication supports are to be used with all nonverbal students throughout the day in every activity.
Communication Hierarchy of Instruction
Note: Use the Communication Continuum Checklist to determine the student’s level of emerging communication skills and to gage the appropriate step to use as a starting point of instruction.
Step 6
The child uses verbal skills as a primary means of communication. Simple visual cues or
supports are used in the child’s environment as positive behavior supports and to offer
instructions.
Step 5
The child learns to use a visual communication system with minimal prompts in
order to exchange ideas and information with a partner. The child’s strengths
include the ability to “sentence build” with pictures or words an
spontaneous participation in a communication exchange.
Step 4
The child learns to connect ideas / phrases in “sentence building” using
a visual communication system. The child connects nouns or verbs
with one or more adjectives or adverbs in order to request,
comment, and describe concrete objects and events using a
combination of picture, words, and/or objects.
Step 3
The child learns to discriminate pictures, objects, or words
while using a visual communication system in order to
indicate preferred vs. non-preferred, preferred vs.
irrelevant items, and selecting among preferred
items.
Step 2
The child learns to travel across a room or to
some other location in order to initiates a
communication exchange with a partner.
The child uses a visual communication
system to either points to a picture or
exchanges the picture with a
communication partner.
Step 1
The child learns to initiate
communication using an
exchange of a picture/
object or by pointing
to a picture rep-
resenting a
highly desired
item or
activity.
Hierarchy of Behavioral Interventions
When planning behavioral interventions, you should begin with the least intrusive intervention possible.
The Autism Classroom
Structure:
1. Is the daily schedule in place and posted for the overall classroom structure and does the classroom routine reflect minimal unstructured time?
2. Do students have individual schedules posted in a transition area and do they reflect the students scheduled activities?
3. Are the areas of the classroom (leisure, work stations, group, music, etc.) clearly labeled and defined by visual boundaries?
4. Is there a place in the classroom for group activities?
5. Does the daily schedule reflect an age appropriate balance of work and leisure activities?
6. Are the communication systems in place for each student easily identified?
Individual Work Areas:
7. Does each student have an individual work area?
8. Are classroom tasks for students stored in bins coded for student use?
9. Are finished boxes utilized in the work area?
Behavior and Basic IEP Observance:
10. Do the behavior management techniques reflect Autism Classroom guidelines? (redirect, simplify task, move to a less stimulating area, and teach communication alternative)
11. Do classroom activities and student work jobs reflect IEP goals/objectives and are they implemented at the appropriate level?
12. Have the IEP goals and objectives been updated on the regular reporting period?
Classroom grades
are based on the I.E.P.’s
goals and objectives