Use of a Visual Graphic Language System to Support Communication for Persons on the Autism Spectrum This paper addresses use of visual graphic language to promote learning and communication for individuals on the autism spectrum via a comprehensive framework. Specifically, visuals are used expressively (Visual Expressive Mode), receptively (Visual Instructional Mode), and to provide organization and structure (Visual Organizational Mode). Seven key communicative functions are defined ... Article
Article  |   December 01, 2009
Use of a Visual Graphic Language System to Support Communication for Persons on the Autism Spectrum
Author Affiliations & Notes
  • Howard C. Shane
    Children's Hospital Boston, Boston, MA
  • Meghan O'Brien
    Children's Hospital Boston, Boston, MA
  • James Sorce
    Children's Hospital Boston, Boston, MA
Article Information
Augmentative & Alternative Communication / Special Populations / Autism Spectrum / Language Disorders / Social Communication & Pragmatics Disorders / Articles
Article   |   December 01, 2009
Use of a Visual Graphic Language System to Support Communication for Persons on the Autism Spectrum
SIG 12 Perspectives on Augmentative and Alternative Communication, December 2009, Vol. 18, 130-136. doi:10.1044/aac18.4.130
SIG 12 Perspectives on Augmentative and Alternative Communication, December 2009, Vol. 18, 130-136. doi:10.1044/aac18.4.130

This paper addresses use of visual graphic language to promote learning and communication for individuals on the autism spectrum via a comprehensive framework. Specifically, visuals are used expressively (Visual Expressive Mode), receptively (Visual Instructional Mode), and to provide organization and structure (Visual Organizational Mode). Seven key communicative functions are defined and discussed, including protesting and refusal, organization and transitions, requests, directives, comments, questions, and social pragmatics. The nature of visual supports for each communicative function is described in detail.

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