1. Make sure that the student's communication system / device is available to him/her at all times.
2. Create predictable routines at home and at school:
Daily living routines provide opportunity for communication
Dressing, bathing, eating should be regularized as much as possible
Parents/guardians and teachers should perform routines in same sequence so the child can anticipate what happens next
Allow sufficient time to carry out the routine so instruction can occur concurrently
Use scripted routines
3. Continue to model sounds and words for students. If they are able, students should be encouraged to imitate the models they are given.
4. If the student is able, try working on having them produce words/short phrases to help express individual wants and needs on a daily basis. Generate a list of words/short phrases the student could use throughout the day (e.g., “help,” “yes/no,” “hi/bye,” “want ball”). Provide the student with a model and try to have them imitate the words/phrases. After providing the model a few times, have the student produce the words/phrases on their own. Help the student practice these words/phrases each day.
5. If possible, make sure the individual's symbols are organized.
Symbols must be organized in a way that promotes maximally efficient and effective communication – especially when there are a large number of symbols on the system. The following are some examples of ways to organize the individual's symbols:
Organize vocabulary items according to the parts of speech (nouns, verbs, adverbs, etc.)
Group symbols according to superordinate categories (people, places, feelings, foods, drinks, etc.)
Organize vocabulary items according to event schemes, routines, or activities. Each display contains vocabulary items that are specific to an activity or to certain routines within an activity
6. Provide visual and gestural cues to aid the student in understanding language. Pictures and gestures may be provided to add context to the information they are given. If the student is asked to put on their shoes, point to their shoes and gesture towards their foot. Prompts and reinforcement should be provided to help the student stay on task and to motivate them.
7. Have as many different adults and children as possible interact with the student.
8. Treat the device as the child’s voice. Treat the child with the device as you would any other child. If the child is using the device in class, when you are trying to talk, treat the child as you would any other child who is talking in class (warning, time out, etc.) Never take the device away or turn it off unless it is broken and then get it fixed and back as soon as possible. Have age-appropriate sayings that are common among their same-aged peers. The student needs to learn when it is appropriate to say these and when it is not.
9. Make sure that the device is used for communication. Too often, devices are used as novelties where an adult asks “Show me ball, show me run, show me your numbers...”
10. Don’t use the device for things that the student can already make clear with a sound/gesture.
11. Ask questions to facilitate communication. For example
What did you do last night?
What are you going to do on the weekend?
What is your favorite TV show?
Who gave you that?
Who did you play with at recess?
When are you going swimming?
Have you got a joke for me today?
12. Set up situations where the student is motivated to make requests. For example, arrange that the student must request the materials they need to complete a certain task.
13. Set up situations where the student can answer in regular classroom routines.
Who knows what day it is today? Johnny?
Johnny, can you lead the school pledge?
Ask Johnny to fill in the blanks in a song/poem/saying. For example, Roses are red violets are _________
14. If you are having a play or a program, have the student say a line/lines with their device. For example, the student may wish to introduce the play by saying “Welcome ladies and gentlemen.”
15. Set up situations where the student can be the leader? (after making sure that these words are on the device…..)
Play Simon Says having the target student be the leader.
Play musical chairs having the target student be the leader.
Play Duck Duck Goose having the target student be the leader.
Red Rover having the target student be the leader.