Teaching Students with Autism Spectrum Disorders

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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
Teaching Students with Autism Spectrum Disorders Chapter Three Develop social language and conversation SUMMARY of Suggestions for Teaching Students with ASD • model appropriate skills, and have other students model desired skill • provide opportunities for structured play interactions • use discussions of routines to practice skills • teach students the correspondence between behaviours and thoughts • encourage and reinforce informal conversation • use prepared scripts to teach social conversations • teach rules for social discourse • target conversation by breaking down skills to include: • initiating a conversation • interrupting a conversation • exiting a conversation • staying on topic • turn-taking • body language STRATEGIES FOR SOCIAL SKILLS DEVELOPMENT • use social stories • teach components of key social skills • provide planned practice and reinforcement for skills • provide practice of skills using picture cue-cognitive picture rehearsal • use peer support • use social skills training groups • support the development of friendships Teaching Students with Autism Spectrum Disorders 53
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TEACHING STUDENTS WITH AUTISM SPECT
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Table of Contents Acknowledgments .
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Table of Contents (cont’d) Append
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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 108 and 109: 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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