In addition, comprehension is vital for developing independence and a sense of self-confidence.  A breakdown in a student’s comprehension (such as when an adult pitches the level of language or type of instruction or question above a student’s edge of learning) often results in students feeling confused, overwhelmed, inadequate and stressed and for many of our students they may express these feelings in inappropriate or challenging ways. Assessing the adult communication style used with each student, and changing adult behaviour as a result, is fundamental to reaching a good balance of instructional and conversational language pitched at the right level for each individual student. Assessments of oral comprehension (including instructions and questions) are completed for all students in the school, providing important information about a student’s functional understanding of questions and directions in the context of the classroom. Goals at the student’s edge of learning are developed, and staff tailor teaching and learning strategies to best support the learning needs of each individual student. Students with autism have a strength and preference for visual information, and so the use of visual supports that promote comprehension are used extensively at Giant Steps. These supports are individualised for each student and might include a class daily schedule, a weekly or monthly calendar, an individual daily schedule, first-then boards, car or travel cards, lesson and community access forewarnings, lesson components etc.

At Giant Steps we recognise that our students are individuals, and that a ‘one size fits all’ approach to expressive communication and Augmentative and Alternative Communication (AAC) does not result in communication that is successful and sustained. Therefore, Giant Steps does not prescribe to a single communication product or approach.  After developing a profile for each student’s communication needs and preferences, speech therapists work closely with families and school staff to develop an individualised, multi-modal communication system. A multi-modal approach to communication allows us to develop student’s skills over a number of communicative modes, such as speech, gesture, or AAC (including picture or object exchange, switches, picture/communication books, devices programmed with picture or text to speech output). This approach supports student’s to develop one of the key components of communicative competence, the ability to repair communication when it breaks down. Having access to a multi-modal system, even in its simplest form, means that students begin to develop an awareness that they have a number of means to communicate the same message such as pointing to or exchanging a food visual, using a functional gesture for ‘eat’ or pointing to their lunchbox.