VIDBE-Q Volume 66, Issue 2
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referencing a TTS to describe an activity or key vocabulary word to the
student.
● Attentional strategies. This strategy included the use of the child's name,
touch cues, teacher positioning herself at child's level, and 1:1 instruction as
much as possible. Additionally, attention strategies included removing
unnecessary distractions, such as the reduction of visual clutter by removing
unnecessary items from the workspace to enhance visual attention.
● Informing the student. This occurred in different ways depending on the
activity taking place. For example, the teacher informed the student about
the sequence of activities for that day through the daily schedule, but also
informed the student before acting on or around her body, such as asking
before touching, informing before moving the student's adaptive equipment,
and moving materials that the student was looking at.
● Teacher responsiveness. The teacher was highly responsive to the student,
providing immediate feedback to the student's communication attempts
across multiple forms, interpreting the student's body language, and
interpreting the student's preferences.
● Teaching routines and sequences. This strategy took place mainly through
the use of the daily schedule and the within-activity schedule or mini-
schedule. Routines were consistently implemented with the inclusion of
