Economical Approaches to Increasing Communication Instruction for Students With Autism Spectrum Disorder

Abstract

Efforts to implement high-quality communication instruction for students with autism spectrum disorder (ASD) and complex communication needs (CCN) may be difficult for some educators with limited time and resources. In this article, we offer guidance on implementing several economic strategies that can be easily embedded into existing classroom routines to improve student communication outcomes. These strategies include (a) facilitating observational learning, (b) using instructive feedback, (c) embedding communication instruction throughout the school day, and (d) programming for generalization.