The Autism Society Event and Education Recordings Archive

This presentation highlights children with significant ASD, many of whom struggle to communicate without language. The term "early communicator" is used to help define the nature of beginning communication skills, both receptive and expressive. Six key points in structuring learning activities are discussed to help these students learn and communicate. Children with significant ASD have needs unique to their developmental skill levels regardless of their chronological age. These children are often described as having "pre-linguistic skills", suggesting that their understanding is "before language".  "Help Them Learn! Structuring Activities for Early Communicators with ASD" is a presentation that seeks to help parents and special educators learn how to identify and shape pre-linguistic and non-communicative behaviors into more functional, recognizable expressive exchanges. To accomplish that goal, the presentation includes learner objectives such as:

1. describing the characteristics of Early Communicators  with ASD according to the presenter’s concept of a “communication spectrum”:  Influenced by the work of Dr. Barry Prizant and the SCERTS model and author Susan Stokes, a communication spectrum will be demonstrated and discussed, emphasizing the characteristics and needs of the target population.

2. explaining the process of identifying and shaping communicative behaviors in early communicators with ASD:  The concept of communicative intent is crucial here, and a live-action role playing activity will be included to illustrate intervention ideas.

3. discussing the six key points to consider when structuring intervention activities for early communicators with ASD: No matter what the purpose of the activity, using these key points will help early communicators benefit from intervention efforts when used with consistency and enthusiasm. These points include initial contact, session information, activity information, during activity, closure and transitions.

In terms of organizing the material covered in this presentation, the slides shown will follow this general outline:

1. Section 1 of the presentation deals with the concept of a communication spectrum, the profile of early communicators and a discussion of proposed goals for these targeted students.
2. Section 2 of this presentation addresses communicative behaviors and intent, including an audience activity to illustrate key points.
3. The final section of this presentation talks about six key points in structuring activities for early communicators. Examples of materials and strategies to promote success are demonstrated for each point.  

Students with moderate-to-severe autism are being served in a variety of environments, including public schools, in ever increasing numbers.  However, staff training is not consistently available to address the specific needs of these students who do not yet have the symbolic thinking necessary for language.  Often staff tries to use their parenting skills when difficult behaviors are present without realizing that it is important to employ their knowledge as a special educator to help students learn. We can then  enable our students in their future attempts to communicate with those around them.

Learning Objectives: