During a class project with a partner, which adaptation best supports a student with PDD-NOS?

• A. Partner talk is unstructured to encourage spontaneity.
• B. Provide a simple, visual task schedule and cue cards to guide interactions.
• C. Remove all visual supports to encourage processing.
• D. Limit team meetings to one per week.

Answer: (B)

Structured, visual supports help a student with PDD-NOS participate effectively in a partner project. A simple visual task schedule lays out the steps of the project in clear, concrete terms, showing what comes next, what tasks are involved, and when to switch tasks. This reduces uncertainty and anxiety about progression and transitions, making expectations visible rather than verbal and abstract. Cue cards provide brief prompts or scripts to guide interactions—how to start a conversation, take turns, ask for help, and wrap up—giving the student concrete tools to navigate social exchanges with a partner. For someone on the autism spectrum, these tangible supports align with processing preferences, promote independence, and smooth collaboration.

Unstructured partner talk can be unpredictable and challenging for someone who benefits from predictable routines. Removing visual supports eliminates a proven access method for understanding tasks and social cues, potentially increasing confusion. Limiting team meetings reduces opportunities to practice collaboration and communication skills. In this context, the visual schedule and cue cards best support participation.