Resources

Reflection Questions

The Reflection Questions document can be downloaded at any time and used in a variety of ways. You can view it before starting your work so that you know which questions will be asked in the videos and/or on the webpages. You can also access it at the end of your work so that you can see all your responses to the questions. This tool can be helpful for documenting your learning and referring to later or for sharing it with others in group discussions or as demonstration of your online progress.

Discussion Questions

The Discussion Questions provided below can supplement and extend your individual learning and be used by facilitators or coaches to prompt meaningful discussions.

1. Why are SGDs a good communicative option for many individuals with ASD?

   A correct answer will include the following:

   • Deficits in communication skills are a defining feature of autism.
   • SGDs provide a way for individuals with ASD to express wants and needs, and, for some, more sophisticated communicative functions.
   • SGDs provide an intelligible means of communication for learners with ASD to engage in give and take interactions with individuals who may not be familiar with the characteristics of ASD.
   • SGDs allow learners to be independent communicators.

2. Why is it sometimes a good idea to teach SGD use with a learner who is verbal?

   A correct answer will include the following:

   • SGDs may be useful for learners who have reduced intelligibility or whose use of another alternative communication system, such as signing, is imprecise or inconsistent.
   • The use of an SGD allows learners with ASD to be easily understood by those who do not know them and may reduce frustration associated with unsuccessful communicative attempts.
   • Learners with ASD may be more comfortable using an SGD than their verbal speech.
   • The use of an SGD may increase generalized communication across a variety of familiar and novel partners and settings.

3. Who is involved in SGD training? Also, are there any special skills required to teach SGD use?

   A correct answer will include the following:

   • A speech-language pathologist working directly with the learner may best implement initial training.
   • It is ideal to find an AAC/SGD specialist who can introduce the device.
   • Other team members, including professionals, parents, caregivers, family members, and/or peers should also be involved in the training and use of the device so that it can be used functionally across a variety of environments.

4. Why is it important to do some homework prior to choosing a particular SGD device?

   A correct answer will include the following:

   • Information about the type of display to use on the device (i.e., static vs. dynamic), how the learner will access vocabulary, and how many options will be available to the learner should be gathered before using an SGD.
   • Additional decisions on the portability of the device should be made prior to choosing a particular system. The learner's skills and preferences will determine the appropriate size and weight of the device and the variety of communication options.
   • Before purchasing a device, contact the manufacturer to find out about training and technical support. Some offer it as part of the purchase price; others charge an additional fee. This is an important consideration to ensure that a device that is both affordable and functional is chosen for a learner.
   • Be aware of funding sources for SGDs. These may include monies available through the school, via third parties such as private insurance or Medicaid, or through grants.

Activities on this page are provided at both the introductory and advanced level and can be copied and used within existing professional development or university coursework.

Introductory Activities

1. Identifying the Correct SGD Device

   Putting yourself in the place of an individual with ASD, consider an SGD introduced in this module. What sort of device do you find most appealing? Why? What are the strengths of that device? Limitations? Repeat this for at least two additional devices. 

2. Outlining the Steps in SGD Use

   Using your notes from this module, create a brief outline of the steps involved in selecting an SGD device for a learner with ASD who is nonverbal and relatively low-functioning. Do the same for a learner with ASD who is minimally verbal and relatively high-functioning. Identify the differences in device instruction and use that may occur for this individual.

3. Promoting Evidence-Based Thinking

   Using the information provided in the section on the SGD evidence base:

   • Scan the abstracts from the articles listed
   • Read at least two of the articles listed
   • Prepare a short summary that you could share with a parent group or school team on why the use of SGD is considered an evidence-based practice

Advanced Activities

1. Experiencing SGD Use

   Contact a speech-language pathologist in your school district, your local education agency, the communicative disorders department at a local university, and/or device manufacturers and find out if you can try out a device or two.

2. Selecting and Implementing a SGD

   Think of a learner that you know who has ASD and is nonverbal. With this individual in mind, go through the step-by-step instructions (Steps 1-6), planning how you would choose a device, what device you might select, and so forth.

3. Teaching SGD Use

   Thinking of a learner that you know, or using one of the case examples from this module, plan how you would introduce and then build on the communication options on the SGD. Refer to Steps 4, 6, 10, and 11 as you consider how you would do this.