Teaching Students with Autism Spectrum Disorders

Chapter Three Teaching Students with Autism Spectrum Disorders
SUMMARY
of Suggestions for Teaching Students with ASD
INSTRUCTIONAL APPROACHES
Applied Behavioural Analysis • break tasks into component parts and teach each component
• carefully word praise so that it is behaviour-specific
• provide reinforcers that produce desired student response
• use discrete trial strategies
• use behaviour-shaping strategies
• plan tasks at appropriate level of difficulty
• use age-appropriate materials
• provide opportunities for choice
• use simple oral instructions supported by visual information
• pace tasks at student’s level
• allow adequate time for processing information
• wait with patience for student response
• employ student interests to motivate and teach new skills
• highlight important information
Use visual methods of teaching • post daily schedules
• create individualized mini-schedules
• provide activity checklists
• create choice boards
• label objects and containers
• post classroom rules, with illustrations or symbols
• create visual representations of steps in personal or class routines
• provide visual cues to support oral information or teacher directions
STRATEGIES FOR CLASSROOM MANAGEMENT
• provide a structured, predictable classroom environment
• customize a schedule and locate it at student’s desk
• adapt the classroom environment to eliminate, as much as possible, stimuli that elicit problem behaviour
• devise strategies to minimize the effect of stimuli that cannot be eliminated
• adapt tasks and materials to avoid student frustration
• provide a relaxation area
• provide opportunities for student to be in contact with peers who model class routines
• plan carefully for transitions between activities and locations
STRATEGIES FOR COMMUNICATION DEVELOPMENT
Learn to listen • provide structured lessons in listening
• break down listening into behaviour components and reinforce each
component.
Develop oral comprehension • use visual aids (photographs, pictures, objects, etc)
• use gestures with oral communication
• pair written language with oral communication
Develop oral expression • reinforce attempts to communicate
• provide structured instruction of new vocabulary supported with visual aids
• help student understand that everything in the environment has a name
• use desired objects or activities to encourage expression
• provide classroom situations in which comments are elicited
• use alternative/augmentative communication systems for expression when
needed.
52 Teaching Students with Autism Spectrum Disorders