Receptive Communication

Receptive Communication

Students with Autism Spectrum Disorder (ASD) tend to have difficulties with receptive communication. According to the National Consortium on Deaf-Blindness, receptive communication refers to, "...the process of receiving and understanding a message . . . If we pay close attention to the way we send our messages, we increase their chances of being received." There are certain skills that are involved with receptive communication: listening to the speaker, maintaining eye contact, and processing what was said. As a teacher, parent, or someone working with a child with autism, there are certain strategies that you can try to increase the likelihood of your message being received. Some of the strategies are slowing down the rate of your speech, speaking more softly, and significantly pausing before repeating a direction (wait time).

Visual Daily Schedule
Using a schedule with a child with autism can help increase their independence and organizational skills. One time of schedule, is called a visual daily schedule. The visual daily schedule can combine words with pictures, so that a student understands what is happening now and what is going to be happening later. It helps to eliminate the element of surprise that can sometimes be a barrier for students with ASD. Below is an example that could be used with a child, to help them understand their daily routines. The example below, from http://www.autismschedules.com/Visual-Schedules.html, would be used at home, but the pictures could be modified for use in the classroom.

 














Universal "No" Symbol
The Universal "No" Symbol, or a picture/word with a red line through it can serve many purposes for students with ASD. First, it can help them understand that a current behavior is unacceptable, such as hitting. A teacher could hold up a picture card of someone hitting, but it would have a red line through it to show that it was unacceptable. Second, if a child wants to go to recess and hands a teacher a picture card for the listening center, the teacher could draw the universal "no" symbol on the card to show that it is not time for the listening center. Third, it can be used to show that a student is not permitted to do something, such as placing the symbol over the classroom door, to show they cannot run out of the classroom. Finally, it can be used to show "nonexistence," such as putting the symbol over "math" on the schedule, to show that the student will not be having math today.

The example below, from http://www.askaspecialist.ca.gov/archives/ASD/2009.html, shows a few examples of different ways to use the universal "no" symbol to help students with ASD understand places they won't be visiting, things they won't be using, and activities they won't be completing.
 

Specific Activity/Mini Schedule
Mini schedules help breakdown a smaller part of a child's day. They can be used to establish routine and help a child understand what exactly is expected of them and in what order. Below is an example I made with Microsoft Word, that could be used with a child to help him/her get ready for school in the morning. The column on the right could be used to check-off that the step was finished, either with a check mark or a sticker.

Below is another example I made with Microsoft Word, that could be used with a child to help with his/her bedtime routine. Again, the column on the right could be used to check-off that the step was finished, either with a check mark or a sticker.

Change Symbol
The universal "no" symbol can be used to help students understand something that will not be used or something that will be removed from the schedule. A change symbol can also be used on a student's schedule, to show that an atypical activity will take place. Students with ASD sometimes struggle with the "unexpected," and this symbol can help ease anxiety about when it will be happening in their day.

Below are examples that I made on Microsoft Word to show a change in a student's schedule, such as going on a field trip or going outside for field day.

Sequential Step Directions
Sequential step directions help breakdown one activity of a child's day. They can be used to help a child realize what exactly is expected of them and in what order they should do the steps. Below is an example I made with Microsoft Word, that could be used with a child to help him/her get used to the morning routine of the school day. The column on the right could be used to check-off that the step was finished, either with a check mark or a sticker.

The examples below, from http://www.specialed.us/autism/assist/asst12.htm and http://autismconsultingandtraining.com/autismvisualstrategies/, could be used to help a child with a hand-washing routine, as well as a brushing his/her teeth.


Activity Termination Signals
Activity termination signals can be used to help students realize when they should start an activity, when it is almost time to be finished, and when it is time for them to stop doing a certain activity.

For example, at the beginning of a child's computer station time, a green card could be shown. When there are about 1-2 minutes left, the green card could be changed to a yellow card. This can help the student get ready to stop the activity, so they don't feel like they had to stop without warning. Finally, when it is time for the student to stop the activity, they will be shown a red card. This can help students with ASD manage their time and transition from one activity to the next.

The picture below, from http://www.specialed.us/autism/assist/asst12.htm, shows what the cards could look like.