In a multidisciplinary evaluation, what is an appropriate approach for a student with ASD who has a home language other than English?

Labeling picture icons in both written English and the student's home language is an effective approach for supporting a student with Autism Spectrum Disorder (ASD) who has a home language other than English. This strategy recognizes the linguistic background of the student and acknowledges the importance of maintaining their home language while also promoting English language acquisition.

By incorporating both languages on picture icons, the student can make connections between the two languages, facilitating understanding and communication in the school environment. It helps bridge the gap between the student's home and school lives, enabling them to engage more effectively with their peers and educators. This dual labeling approach supports bilingualism and can enhance the student's overall cognitive and social development.

Using only picture icons labeled in English restricts the student’s ability to relate to the material in a meaningful way, while providing verbal modeling of English exclusively at school does not leverage the student’s home language skills and could hinder their confidence and communication abilities. Exclusively using the home language at home without additional support fails to provide the resources necessary for English language development necessary for the school context.