Teaching Students with Autism Spectrum Disorders

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Chapter Three Teaching Students with Autism Spectrum Disorders Hodgdon, L. (1995a) Visual Strategies for Improving Communication. A common statement made by adults living and working with individuals with ASD is “He understands everything I say.” Possibly, the individual appears to comprehend because of the routine language, gestures, communication supports, learned routines and/or environmental cues. Develop oral language expression Students with ASD may not develop traditional oral language, but most do develop some form of communication. People involved with the student need a thorough knowledge of the student’s form of expression and may need to adjust their expectations for communication. For students with limited oral expression, teachers and families should accept limited verbal attempts and non-verbal behaviour as communicative. A customized communication dictionary is a very useful tool in which staff and parents can document what the student says and what is meant, along with planned adult responses to language attempts. See Appendix F for a form that can be used to create a Communication Dictionary. Students with ASD who have oral language may not easily add to their working oral vocabularies. Teachers and parents will need to teach new vocabulary in a variety of contexts using a visually-based approach. Students need to be taught that: • everything in our world has a name • there are different ways of saying the same thing • words can be meaningful in a variety of contexts • learning to use words will help communicate needs and desires Students who rely on pictorial representations to communicate need to learn that a drawing or representation has a name and that it can give direction, or tell us what to do. Understanding this concept is essential if visual systems are to provide meaningful communication. The student’s SEP (see Chapter 8) should address situations that encourage different types of expression, such as: • requests (e.g., for food, toys, or help) • negation (e.g., refusing food or a toy, protesting when asked to do something, or indicating when the student wants to stop) • commenting (e.g., labelling pictures in books or objects from a box, greetings or play activities) 38 Teaching Students with Autism Spectrum Disorders
Teaching Students with Autism Spectrum Disorders Chapter Three Develop social language and conversation skills Virtually all people with ASD have difficulty with the pragmatics, the interpretation and use of language in social situations. Individuals, who have a good vocabulary and appear to have a command of the language, may have a restricted understanding of social and conversational interactions. People with ASD have difficulty understanding subtle social messages and rules, and have problems interpreting the non-verbal communication of others. For some students, it may be necessary to provide structured teaching to develop the oral language needed for social and communicative play. Structured teaching could target the following areas of social language by: • starting a conversation • staying on topic • interrupting a conversation • exiting a conversation • taking turns at appropriate time in conversation • using body language • matching voice to the person and situation • utilizing personal space • understanding and using figurative language (e.g., idioms) • expressing feelings • asking and answering questions • using appropriate greetings Social language skills can be taught by: • modelling • commenting • providing environmental cues • utilizing visual strategies • conversing via comic strip • using social stories • providing concrete rules • presenting in a visual format, by writing rules down or incorporating them into a social story or comic strip conversation • practicing in one-on-one situations, then in small groups and then in larger groups • analyzing videotapes Teaching Students with Autism Spectrum Disorders 39
Page 1 and 2: TEACHING STUDENTS WITH AUTISM SPECT
Page 3 and 4: Table of Contents Acknowledgments .
Page 5: Table of Contents (cont’d) Append
Page 8 and 9: ii Teaching Students with Autism Sp
Page 10 and 11: Introduction The final section of t
Page 12 and 13: Chapter One What Is Autism? Bryson,
Page 14 and 15: Chapter One What Is Autism? Reprint
Page 16 and 17: Chapter One What Is Autism? The DSM
Page 18 and 19: Chapter One What Is Autism? Childho
Page 20 and 21: Chapter Two Characteristics Associa
Page 32 and 33: Chapter Three Teaching Students wit
Page 62 and 63: Chapter Four Managing Challenging B
Page 76 and 77: Chapter Five Students with Asperger
Page 82 and 83: Chapter Six Transition Planning For
Page 84 and 85: Chapter Six Transition Planning The
Page 86 and 87: Chapter Six Transition Planning Gra
Page 88 and 89: Chapter Six Transition Planning In
Page 90 and 91: Chapter Seven Assessment and Evalua
Page 92 and 93: Chapter Eight Planning Support for
Page 94 and 95: Chapter Eight Planning Support for
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Chapter Eight Planning Support for
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Appendices These appendices contain
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Appendix B Hierarchy of Prompts Pro
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Appendix D Name:___________________
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Appendix E Home-School Communicatio
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Appendix F Communication Dictionary
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Appendix H The Components of a Beha
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Appendix I Tips for Teaching High F
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Appendix I 13. If that doesn’t wo
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Appendix K Integrating Student’s
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Resources Consultative and Support
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Resources Print Resources The follo
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Resources Do-watch-listen-say: Soci
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Targeting autism: What we know, don
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Resources Assessment Tools Assessme
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References This section includes so
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References Durand, V.M., & Crimmins
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References Hodgdon, L. (1991). Solv
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References McGinnis, E., & Goldstei
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References Rourke, B.P. (1989). Non
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138 Education Guidelines for Referr
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Step 1: Guidelines for Referral Pro
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Step 2 - A: *** Note: A psychologic
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Referral for Consultation School Ps
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SCHOOL DISTRICT _____________ PAREN
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Teaching Students with Autism Spectrum Disorders

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