Communication: Supporting Minimally Verbal Students
2-Day Virtual Workshop
November 26 & 27, 2026 9:00am-3:00pm (Pacific Time)
It is estimated that about 30% of children with Autism Spectrum Disorder (ASD) are minimally verbal. Having a means of effective communication is an essential life skill that supports positive behaviour, academic achievement, and quality of life. Is my student minimally verbal? How can I support their communication skills? Should they be using Augmentative and Alternative Communication (AAC)? These are some of the questions that will be explored in this 2-day interactive workshop. By the end of the workshop, participants will feel prepared to support communication skills in the areas of social interaction, expression, and understanding in individuals along the spectrum.
OBJECTIVES:
Participants will:
Understand how the characteristics of ASD relate to communication development
Define the terms minimally verbal, echolalia, scripting, interaction, expression, understanding
Understand how interaction, expression and understanding are inter-related
Discuss the skills needed to be a successful communicator and the reasons we communicate
Define joint attention and understand its relationship to developing interaction skills
Recognize the importance of motivation, reinforcement and rapport building when teaching communication skills
Differentiate between interaction, expression, and understanding strategies, and how to apply them to the classroom setting
Discuss how to involve peers to support students’ interaction, expression and understanding
Understand how AAC supports expression
Explore and practice using paper-based AAC materials
Compare and contrast messages using a communication (theme) board and a core board
Recognize the pros and cons of using PECS and Sign Language
Identify commonly used voice-output AAC devices
Label the prompt hierarchy for using AAC and discuss its significance
Understand and explore how using visuals can support understanding
Practice implementing a task analysis to complete a math worksheet and analyze potential adaptations
Recognize the difference between using the first/then (Premack) principle and a visual schedule, and between using choice time and break time
Create a communication intervention plan for a student they know
Audience: This training is directed toward employees of BC school districts and independent schools. This includes teachers, paraprofessionals, and other educational staff supporting students with ASD at any grade level (K-12) in developing their social, academic, and adaptive skills.
When November 26 - 27, 2026 9:00 AM - 3:00 PM
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ABOUT THIS WORKSHOP
This workshop will be presented virtually via Zoom
Participants will need a reliable internet connection and a device equipped with a webcam and microphone (laptop / computer are recommended; tablets and mobile phones may be used, but smaller screens may make viewing challenging)
The Zoom link and workshop materials will bee-mailed to participants a few days prior to the workshop
Participants are expected to attend both days of the workshop (certificate will only be issued if both days have been attended)
This workshop will be recorded by POPARD for use in future training sessions
Registration closes at 9am on Nov 6, 2026
FEES, CANCELLATIONS & REFUNDS
Workshop Fee: $25, payable upon registration
Cancellations: Email training_lib@autismoutreach.ca if you need to cancel
Refunds: Refund will be provided if written notice of cancellation (to training_lib@autismoutreach.ca) is received at least 3 weeks prior to workshop
Registration is non-transferable
POPARD's ENGLISH LANGUAGE POLICY
Proficiency in English language is required for POPARD training. You must be able to speak/comprehendand read/write English at a Grade 10 high school level or higher. View all of our training policies and terms here.
