This Perspectives activity focuses on communication choice and agency for individuals on the autism spectrum. These individuals are the key informants in decisions around the conceptualization, implementation, and evaluation of educational programming for autistic learners. Speaking autistic adults encourage families, professionals, and society to promote and accept all communication as equal.

Learning Outcomes
You will be able to:

• describe the relationship between physiological arousal levels (e.g., energy), emotion, and regulation
• identify strategies to assess agency in children with autism spectrum disorders
• identify at least two challenges and supports to communication choice for members of the autistic community
• list three key components of a supports-based approach to peer interaction

Assessment Type
Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

Articles in This Course

1. Leveling Up Regulatory Support Through Community Collaboration by Amy C. Laurent and Jacquelyn Fede, published in SIG 1, Volume 6, Issue 2, April 28, 2021
2. Finding a Voice for Individuals With ASD Who Are Minimally Verbal Through Comprehensive Communication Assessment by Shelley K. Lund, Kristy Weissling, Wendy Quach, and Miechelle McKelvey, published in SIG 1, Volume 6, Issue 2, April 28, 2021
3. “Everyone Deserves AAC”: Preliminary Study of the Experiences of Speaking Autistic Adults Who Use Augmentative and Alternative Communication by Amy L. Donaldson, endever* corbin, and Jamie McCoy, published in SIG 1, Volume 6, Issue 2, April 28, 2021
4. Effectiveness of a Supports-Based Approach to Peer Interactions of an Autistic Student in the Classroom: A Mixed-Methods Study by Verónica Vidal and Laura DeThorne, published in SIG 1, Volume 6, Issue 2, April 28, 2021