Introduction
It is very helpful for children with autism to have structure, routine, visual guidance, and concrete objects for abstract learning methods. One of the domains that many children with autism have trouble with is language: speech/communication.
There are a variety of ways to support communication for children with autism including PECS, technology, sign language, and pointing (Prout, 2021).
An example would be an app called Voice4you, which has a library of photos and one can choose what voice/words to record with the photos and the device will say it aloud (Tony Gentry, 2011).
Task
The skill I will be teaching is increasing verbal communication. This will be done with a lesson plan that includes an object of their interest, sight cards, and their participation of repetition and vocalization. This lesson plan would be one incorporated for children in grades pre-k to 1st grade, where they are first learning how to communicate. Language/communication skills develop differently for every child, so this activity is not strictly for younger children. This lesson plan can be incorporated where it is developmentally necessary and meets the needs of a child with autism.
Process
The first step is to identify an object of interest of the student. For this lesson plan, I will use the example of a firetruck.
Next, using picture flash cards, we will say a word or short phrase that corresponds with the pictures on the cards. The cards could be words which parents find helpful to be integrated into their daily speech. These words can vary from objects to needs and wants.
The child will repeat the word or phrase shown on the card after the teacher. This lesson plan is simply to practice and bring out speech, while learning words that can foster their communication.
Given that their attention response, interest, and eye contact can be limited, persistence and repetition is key. The firetruck is used to reinforce their participation and attention. The child with autism gets the reward of playing with the firetruck for their participation.
A teacher must know how to pace while working with flash cards. This can look different for each child. After a few cards of the child successfully repeating/verbalizing the words, the child is rewarded. This helps the child to learn that if they participate, in exchange, they get something they want.
This particular lesson plan can be conducted until the child’s attention and interest and cooperation is diminished.
Evaluation
After going through the deck of cards or multiple sessions, an evaluation can be conducted to see if the child can say the words themselves when they see the picture card without the teacher naming the card first. When a child can communicate a word or some of the words learned to the parent or teacher to express themselves or a need, this is a natural and successful demonstration for successful evaluation.
Visuals are essential and helpful for children with autism. Using a progress chart for concrete documentation of a child’s progress could be valuable and meaningful for a child with autism to be able to see what they have accomplished. This can possibly serve as motivation for them as well.
Conclusion
This lesson plan is a useful tool to when first beginning to foster language development in children with autism.
Having the proper information about children with autism, of their needs, interests, and limitations can be advantageous and efficient when teaching.
Credits
Prout, T. (2021, September 23). 7 autism behavior and communication strategies. National University. Retrieved March 19, 2022, from https://www.nu.edu/resources/7-autism-behavior-and-communication-strategies/
VCU Autism Center for Excellence. View Webcast - VCU Autism Center for Excellence. (2011, March 21). Retrieved March 19, 2022, from https://vcuautismcenter.org/te/webcasts/webcast.cfm/182
Teacher Page
As teachers, we should always continue to learn the most that we can about our students' disabilities and what we can do to best help them develop around their disabilities.
We should have and continue to seek all the tools necessary to give our students the opportunities to grow and navigate through life.
Academics are not the only goal.
As a teacher, I will commit to helping children flourish with goals, dreams, and relationships.