Document Type
Article
Publication Date
12-2018
Abstract
Children with autism (ASD) are being included increasingly in the general education setting for preschool. This brings with it unique challenges as these children often are significantly discrepant from their peers in their communication abilities, both receptively and expressively. Beyond communication, ASD affects the child’s joint attention skills, necessary for observational learning and sharing social experiences, each of which are significant elements in a typical preschool setting. These delays lead the child to frustration, which can be expressed in aggression, disruption, and other challenging behaviors. These behaviors negatively affect the student’s ability to participate in preschool activities, make friends, and gain positive relationships with teaching staff. Research exploring the use of different types of visual supports in the preschool classroom shows some change in behavior when children are given access to alternative communication methods including PECS, visual schedules, social scripts, alternative augmented communication devices, and core vocabulary boards.