http://www.chileda.org/resources/strategies.htm
Here are 10 of the most effective strategies for teaching students with autism spectrum disorders; they can be implemented in a variety of educational settings:
1) Visual Schedules
Students with autism perform best when their daily routine is predictable, with clear expectations.
Establishing and following a visual schedule eliminates the unexpected and assists students in anticipating and preparing for transitions. Schedules must be visual and kept in the same location at all times. For pre-readers, an object schedule can be used. A tangible object that is related to the class or activity it represents is attached to an icon and the printed word. Other students are able to follow an icon schedule and strong readers can use a printed schedule.
A "check schedule" transition cue is then given to the student each time he is to transition to a new activity or class.
2) Environmental Considerations
Visual and auditory stimulation in the classroom must be taken into consideration.
Many students with autism are sensitive to auditory input and have a more difficult time processing auditory stimulation. Their work stations should be placed away from excessive auditory stimulation and away from unnecessary movement.
Click here to download the classroom diagram.
3) Visual Structure
The environment needs to be structured visually to help the student clearly see and understand what is expected of him. Work stations must be clearly defined. Some students will need three-sided work stations, while others will be able to work in more open areas. Taped outlines on the floor, chairs labeled with the student's name or using furniture to reduce visual and auditory stimulation are examples of environmental considerations. Work stations also need to be structured. Activities should be designed with strong visual cues so less auditory directions are needed. Each station also needs to clearly show what needs to be done, how much needs to be done, when the student will be finished, and what's next.
Click here to download examples of activities.
4) Alternatives to Verbal Communication
Many students with autism have impairments in communication, particularly expressive communication. For those who are non-verbal, an augmentative communication system must be in place. The Picture Exchange Communication System (PECS) has been very effective. Voice output communication devices may be very appropriate. For those students who do have verbal communication skills, many benefit from having some form of augmentative communication available as a back-up system for times when expressive communication may fail them. It is very common for students to be unable to access verbal communication when in a stressful emotional state. Having a back-up visual form of communication can assist with expression and reduce aggressive behaviors.
5) Direct Instruction of Social Skills
The majority of students with autism need direct instruction in social skills. Most do not learn interaction skills by simply being placed in social environments. They need to learn social interaction skills in the same way they learn other academic skills. Using strong visual structure, activities can be designed to teach about identifying emotions in self and others, situations that can cause certain emotions, and how to respond in certain social situations. Social stories have been found to be very useful. They are short stories written about specific social situations that briefly describe a social situation, how others may respond in this situation, and how the student should respond.
6) Literacy Instruction
Because many students with autism rely on some form of augmentative communication, even if it is only a backup, literacy instruction is very important. If a student is literate, s/he will be able to communicate at a much higher level than if the child is forced to depend on communications devices that are programmed with limited vocabulary. Literacy instruction should begin at a very early age and continue throughout all school years.
7) Sensory Opportunities
Most students with autism have some sensory needs. Many find deep pressure very relaxing. Others need frequent opportunities for movement. All students should have a sensory profile completed by an occupational therapist or other professional trained in sensory integration. Based on the profile, a sensory "diet" can be created and implemented throughout the day.
Click here to download Sensory Ideas.
8) Consistency
All students do best when the daily program remains consistent with clear expectations. All staff working with students with autism need to be well-trained and must implement the daily program as consistently as possible.
9) Take advantage of student strengths and interests
Many students with autism have particular strengths and interests and these should be taken advantage of in the classroom. For example, if a student demonstrates an interest in trains, the student should have opportunities to read about trains, write about trains, do math problems about trains, etc.
10) Functional Curriculum
Students with autism have a great deal of potential to live and work independently as adults. The curriculum should place a strong emphasis on following a functional curriculum. Skills that emphasize daily living skills, community skills, recreation and leisure and employment need to be incorporated into the curriculum. Students in inclusive settings can follow the regular curriculum, but emphasis should be placed on those skills that are the most functional. Functional academics should always include literacy (reading and writing), basic math, time and money skills. Self-care skills, domestics, recreation and community experiences should also be emphasized. Older students should have formal employment opportunities beginning in middle school.
Click here to download Teaching a Task Dustin uses PECS and he is doing better with that and I also see baby steps improvements with verbalization and him making the effort. Michelle, I don't know if you have this already in the newbies forum...or if there's a way to "pin" this temporarily....but these are absolutely GREAT suggestions for any child in school, especially if the teacher isn't aware of how Sensory issues affect our kids.
We have 9 out of 10 of these implemented in one way or another for Riley, without it, he'd be in real trouble.....it's a great handout to give to our kids teachers.
Thanks a million Michelle, for yet another wonderful tip to help our kids succeed!
(I know it's been up a while, but maybe people miss it as days go by...)
~LesleyThanks Lesley it is in the Newbie thread (somewhere) but its hard to keep it organized and it can be overwhelming to some. Maybe we can get a sticky on it and start a thread in the education section that has education help?
Heres another I think is WONDERFUL help..... Specific Disability / Class accommodation Great idea! Along with the links to Wrightslaw and FAPE and IDEA!
You're right, that second link is a good one too!Writing IEP's For Success
www.wrightslaw.com
MultiFactored Evaluations
Whose IDEA Is This?
A Resource Guide for Parents http://www.ocecd.org/Images/WhoseIdeaIsThis.pdf
De quién es esta IDEA?
Una Gu’a de Recursos para Padres http://www.ocecd.org/Images/DeQuienesEstaIDEA.pdf
10 common IEP mistakes
FAPE http://www.fape.org/idea/index.htm or http://www.wrightslaw.com/info/sec504.accoms.mods.pdf
Autism Law http://www.irsc.org:8080/irsc/irscmain.nsf/outweb?readform&a mp;a mp;site=http://www.aboutautismlaw.com
IEP Checklist http://www.geocities.com/KIDSHEART2000/IEP.html
request a 1 on 1 http://www.wrightslaw.com/info/relsvc.aide.steedman.htm
A Guide To Letter Writing
make a formal request in writing http://www.teachersfirst.com/sped/prof/autism/chars.html Hello all....
I should first start by saying I am the Dir of Information Systems/Services
at Chileda. ( www.chileda.org ) I hope our site gave some help to your
discussion. Currently our internal web group (the aka WebSwat) and I are
working on revamping our web site....maybe even launching a new site
focused purely on parents and families with needs such as yourself. I
must stress this would be a "passive" means of information flowage; we
are not and can not for a number of reason take an "active" stance with
anyone but our clients...as I am sure you all understand. Since I am the
head of the tech department my interaction in your group is to attempt to
form a "wish list" and a "required list" on how best to direct our web
redesign. I hate to say it but I will be forced to ignore (redirect if i can)
any mails sent directly to me asking for my input on a family's need...I am
not a health care staff, I do not have a a background in mental health nor
am I am able to provide heaolth answers (outside ones directly related to
technology in my field) . I am the network head of Chileda, I move our
data I am not involved in the creation, usage or outputs of the data.
That being said, I am blown away to find our site quoted on a very active
forums...more to the point...as a lead sticky. The data you have used is
part of our program and I hope it has helped you all; it was not expected
to be used at face value...we expected it to be used more to explain our
overall program to donors, families seeking our services and content. I
have taken the needed steps to inform our SSdept, Behdept and our CEO
as proof to why would should be releasing more of our program via the
net. Since such steps were being planned before i noticed this very cool
site; I decided to come here to see if anyone would be willing to give me a
basic idea of what you all would like to see. An overview of weak points
in your searches, what type of information we could offer (again I can not
apply such info to any cases i am looking for an overall answer) and lastly
any feed back you have about our site or offered information (don't be
scared to be blunt makes it easier for me to address it if there is no candy
quote on it).
Hi,
I'm not involved with administration of this forum, although I do wish to ask that it be OK to keep this up here. I read this and thought, wow, all parents and teachers need to read and understand this. I have looked at your website and think you've done an awesome job helping families....your tips for IEPs and it's concept for parental evaluation is probably one of the most wonderful ways to approach that very difficult process that I've ever seen...I've done my own "version" of that, but not nearly as thorough.
I'm hoping that you'll continue to allow your 10-step guidelines to be shown here, this site has been extremely helpful to me, and these 10-steps that came from your site should be provided to every single teacher on earth that may ever come contact with a child on the spectrum. As a parent, I thank you.
~LesleyI wanted to add another good site....
http://specialed.freeyellow.com/
THE SPECIAL EDUCATION HOME PAGE
IGNORANCE IS OUR BIGGEST FOE!! Decide today to achieve your goal by understanding all there is to know about your particular area of interest in Special Education. Remember, if you're a parent, the most important thing to you should be your family! Make sure that you do everything possible to help your children live and succeed with the disabilities they may have. If you're a student, you must understand that there is NO secret potion or formula! Knowledge will help you comprehend what your disability is all about and Hard Work will help you to better live and succeed with it! These are the only ways you will achieve your goals!! Best wishes and good luck to everyone! 2004-2005 School Year
Links To The Best Special Education Sites On The Net!
Motivation is what gets you started, Habit is what keeps you going!"
DISABILITIES - UNDERSTANDING WHAT THEY'RE ALL ABOUT
Disability Classifications and Categories
Asperger's Syndrome:
Attention Deficit & Hyperactivity Disorder:
Autism:
Behavioral Disorders:
Cerebral Palsy:
Down Syndrome:
Dyslexia:
Eating Disorders:
Epilepsy:
Fragile X Syndrome:
Hearing Impaired/Deaf:
Hyperlexia:
Learning Disabilities:
Mental Retardation:
Phenylketonuria:
Spina Bifida:
Tourette's Syndrome:
Turner's Syndrome:
Visual Impairments/Blindness:
William's Syndrome:
Support Organizations & Resources for People with Developmental Disabilities:
Special Education Legislation:
Thank you. You were very helpful.The effective strategies listed are great and I love your classroom arrangement diagram. Some other essential components I'd like to add are
1) make sure the child has the prerequisite skills for the skill you want to teach. For example, the child can match pictures to the objects they represent before they make requests with those pictures. Without those prerequisite skills, the child will not be very successful, making teaching a new skill stressful for all involved. Teach skills in very small steps so the child is quickly successful each step of the way.
2) I also see that children with autism truly appreciate when we use errorless teaching. This is simply to immediately prompt the child to respond correctly as soon as you have given the instruction or asked a question. Example: "what color is this, say red, wow nice say red". We are not testing whether or not the child has the skill, we are teaching. Waiting for a child to respond incorrectly uses up the amount of time you could errorless teach it three times. I love this, because in the skill acquisition phase, the child is never wrong and we have plenty of opportunities to reinforce correct responses. Errorless teaching also makes teaching long routines more successful which leads independence sooner rather than later. The teacher prompts the child from behind and they prompt the steps as quick as they want the child to be. This decreases the liklihood that stereotypic behavior can sneak in the routine and get inadvertently reinforced. Once kids know that we will teach new independent skill this way, there are no more upsets because of trying something new. Some kids will even put there arms out for the prompts the first time through because they really want to learn whats coming next.
Both of these strategies set children up for success. We love happy children.
Oh by the way, I'll introduce myself in that topic soon. Why is some staff think my son is just adhd when he has never developed correctly. He has Spd and dislike noises. I guess they don't see what is in their face. We have this with Dr.'s also. We are hoping our new tests reveal the truth for our son's sake. He is 9. He was Eci at age 1 now in therapy at school. We want correct diagnose so we make sure he continues to get what he needs. How and What age also and where did you get the Asd diagnoses from. HEllo Tyler, it is nice to maybe see some one who seems to know what they are talking about , don't get me wrong it's just it took me ragging so called proffessionals untill they got tired of hearing my mouth or they finally relized i was a parent and a commonscence smart one at that it took them almost 5 years to dx my child with autism , deafness, severe ADHD now that he is 12 i could probably do a lcture on it ,i have thought seriously about finding out who i get a holt of to start speaking publicly on a mothers view point i am not one to toot my own horn but some of the schools need to be educated on these things and how a child with autism is literal, matter of fact ,one way thinkers , not getting empathy, or understanding a joke or telling the child 1. if you pinch me again what will happen 2.i will pop your leg and it will hurt 3. and then you will cry. step by step direction is very important , how logical they are also., more then spock on star trek precise , blunt, very self centered . this is not to make any one mad it is just part of the disability these children can't help it one bit., these kids can promise to be good and tell you that they will be good but when it is time to get on stage (so to speak) they can't perform without difficultyi have been doing this for a good few years chris does this and i know how he thinks so tyler am i even close i have done a lot of research on the executive function b/c chris is no good at abstract thinking it just baffles him. ok i am off the toot your own horn box just got a little excited  my bad
thanks just a mom msSteelersFan, you done a great job when i get the time i will go through these you are a blessed person indeed.
your riches are definitely in heaven
thanks just a mom Just a Mom, you sound like a great expert on your child and I'm glad you brought up how some kids with ASD are blunt, self-centered, and precise. When I watch some kids with autism investigate and notice tiny details in the world that we feel are not important, I get the feeling they have a way of perceiving the world that is far more intelligent that what I have. The unfortunate part of this talent is that they are often paying attention to these details and missing the details they need to learn stuff. When a child is first learning that all different chairs are still called chairs, they will easily learn it if the details they were attending to was 4 legs, but if they were attending to the buttons on one and the curve of the wood on another, they wouldn't really get what is the same about all chairs. In social situations when we are looking to nonverbal cues from others to start, continue, or finish a conversation, a child with autism may get more enjoyment out of surveying other details in that environment than talking to people. That's why discrete trial training used in ABA programs is so essential. Those programs should be set up to isolate the important details that kids need to attend to in order to learn stuff. Then gradually, other unimportant details are added until the child can display that skill in the natural environment with all of the other details. So you can see how really smart kids with ASD miss out on learning in the regular classroom all day. When your son knows what is right, says he will be good then cannot follow through when he gets "on stage" that is a good example of how teaching the particular skill (like staying in line or being quiet when the teacher reads a story) should be practiced in environments where he will be successful and rewarded for it. One becomes competent with practice. The other thing to remember is that some kids with ASD don't really value social praise or reinforcement the way typically developing kids do. That's not to say that that cannot occur at some point but if you really want them to learn stuff that reveals just how smart they are, you have to make it worth their while until they are competent in the skill. Now that isn't always easy (to find something that will motivate them to do something they would rather not) but it can be done. Keep advocating for your son, Just a Mom by identifying what you want the school to teach your child and helping them figure out where and how to teach it so he will be successful. Then once he learns one thing, identify the next and the next.....good luck.
I think school staff need education on all disorders and the symptoms. Some think everything is adhd or add. Tyler thanks for the pat on the back i haven't had one of those in a while just wondering if ABA is right for my son with aspergers,OCD ,Tourettes , severe ADHD, mood disorder, SID, and CAPD. i have heard so many letters that my words get stuck some times some say a BIP, and others say BPSP or BPSB not quite sure can you or some one help me on this parents seem to know a lot on these boards thanks Tyler for your input . 
thanks just a mom This would take lots of time to read. Train all staff to help all kids would help more. All school staff need education on how this can effect a pesron in a classroom. There is a tape on this. Teachers question about Sensory integration. It would also help if therapists did a staff parent night to help educate anyone on this subject. I have met people who have no idea what this is how and the effects. We need to return to a all day multi sensory teaching style so all the kids have their needs met in learning.This is true since Se one day will only be for the severe diabled. You need to Know the Govt. intends to allow less SE kids to qualify for help. This is why we are seeing our son is getting help in Elementry. Se director verified this to be true. This is wrong! They are going to only allow severe disability people elegabal in the future. It is already happening now. Hi,
I'm a special ed. teacher, and I'll have two students with autism next year. I'm spending my summer trying to learn as much as I can in order to do the best that I can for all of my kids. Thanks for the suggestions.
Karen
Trying to click on the link SENSORY ideas, it would be great.
that link broken, anyone have it? tia I just want to thank you so much for this wonderful post. It is a resource I will come to often. I had no idea that I could find such great information about teaching autistic children so easily. Thank you again.
Thanks for the educational needs, based on a majority, but wouldn't you think these are individuals. They might learn all sorts of ways, not just visual. The emotional needs is what we need to think about. Based on a majority of children...you'll need a sensitive type teacher...someone that knows a lot about Autism. How are we going to teach the Autistic self-help skills...like using an oven, so they don't have to depend on someone else to have a life. These children need occupations when they get into society. Just think about who, when, where, why, what, and how.
Who: The child. Get to know him/her before go and judge a whole group and put the weight on their family, and the child too.
When: When does the child seem to have behavioral issues the most...or if they have any.
Where: Is there a place(s) where the child responds properly to social situations, or has fewer problems?
Why: Is there a reason why a person with Autism acts or behaves differently to an average person...Compare and Contrast.
What: What is the child you're dealing with doing to make everyone offended or a negative feeling without realizing that they can't go out in public doing this. Sometimes, discipline has to be gentle in order for him/her to function after discipline. If it lets them get away with what they're doing, then don't use it. It's another excuse that'll turn them into a bad child.
How: Thinking about, "How are we going to do this?..." is ridiculous... just be informed is the key...
I have been teaching for 26 years and now parenting a child onthe spectrum for 9. Sometimes I get inundated and overwhelmed with information. I like the list of sites, I just can't post them anywhere to reach them when I need to. I'll figure something out. Thanks for all of the good information. Now to hang the links somewhere handy..... [quote]Here are 10 of
the most effective strategies for teaching students with autism
spectrum disorders; they can be implemented in a variety of educational
settings:
1) Visual Schedules
Students with autism perform best when their daily routine is predictable, with clear expectations.
Establishing
and following a visual schedule eliminates the unexpected and assists
students in anticipating and preparing for transitions. Schedules must
be visual and kept in the same location at all times. For pre-readers,
an object schedule can be used. A tangible object that is related to
the class or activity it represents is attached to an icon and the
printed word. Other students are able to follow an icon schedule and
strong readers can use a printed schedule.
A "check schedule" transition cue is then given to the student each time he is to transition to a new activity or class.
2) Environmental Considerations
Visual and auditory stimulation in the classroom must be taken into consideration.
Many students
with autism are sensitive to auditory input and have a more difficult
time processing auditory stimulation. Their work stations should be
placed away from excessive auditory stimulation and away from
unnecessary movement.
Click here to download the classroom diagram.
3) Visual Structure
The
environment needs to be structured visually to help the student clearly
see and understand what is expected of him. Work stations must be
clearly defined. Some students will need three-sided work stations,
while others will be able to work in more open areas. Taped outlines on
the floor, chairs labeled with the student's name or using furniture to
reduce visual and auditory stimulation are examples of environmental
considerations. Work stations also need to be structured. Activities
should be designed with strong visual cues so less auditory directions
are needed. Each station also needs to clearly show what needs to be
done, how much needs to be done, when the student will be finished, and
what's next.
Click here to download examples of activities.
4) Alternatives to Verbal Communication
Many
students with autism have impairments in communication, particularly
expressive communication. For those who are non-verbal, an augmentative
communication system must be in place. The Picture Exchange
Communication System (PECS) has been very effective. Voice output
communication devices may be very appropriate. For those students who
do have verbal communication skills, many benefit from having some form
of augmentative communication available as a back-up system for times
when expressive communication may fail them. It is very common for
students to be unable to access verbal communication when in a
stressful emotional state. Having a back-up visual form of
communication can assist with expression and reduce aggressive
behaviors.
5) Direct Instruction of Social Skills
The
majority of students with autism need direct instruction in social
skills. Most do not learn interaction skills by simply being placed in
social environments. They need to learn social interaction skills in
the same way they learn other academic skills. Using strong visual
structure, activities can be designed to teach about identifying
emotions in self and others, situations that can cause certain
emotions, and how to respond in certain social situations. Social
stories have been found to be very useful. They are short stories
written about specific social situations that briefly describe a social
situation, how others may respond in this situation, and how the
student should respond.
6) Literacy Instruction
Because many
students with autism rely on some form of augmentative communication,
even if it is only a backup, literacy instruction is very important. If
a student is literate, s/he will be able to communicate at a much
higher level than if the child is forced to depend on communications
devices that are programmed with limited vocabulary. Literacy
instruction should begin at a very early age and continue throughout
all school years.
7) Sensory Opportunities
Most
students with autism have some sensory needs. Many find deep pressure
very relaxing. Others need frequent opportunities for movement. All
students should have a sensory profile completed by an occupational
therapist or other professional trained in sensory integration. Based
on the profile, a sensory "diet" can be created and implemented
throughout the day.
Click here to download Sensory Ideas.
8) Consistency
All
students do best when the daily program remains consistent with clear
expectations. All staff working with students with autism need to be
well-trained and must implement the daily program as consistently as
possible.
9) Take advantage of student strengths and interests
Many
students with autism have particular strengths and interests and these
should be taken advantage of in the classroom. For example, if a
student demonstrates an interest in trains, the student should have
opportunities to read about trains, write about trains, do math
problems about trains, etc.
10) Functional Curriculum
Students
with autism have a great deal of potential to live and work
independently as adults. The curriculum should place a strong emphasis
on following a functional curriculum. Skills that emphasize daily
living skills, community skills, recreation and leisure and employment
need to be incorporated into the curriculum. Students in inclusive
settings can follow the regular curriculum, but emphasis should be
placed on those skills that are the most functional. Functional
academics should always include literacy (reading and writing), basic
math, time and money skills. Self-care skills, domestics, recreation
and community experiences should also be emphasized. Older students
should have formal employment opportunities beginning in middle school.
Click here to download Teaching a Task [/quote]
My lord, my dear lord, someone has a brain, thank you very much, Michelle, please friend me, I beg you
Hi everyone! I got this directly off this autisim educational web-site. Check it out when you get the chance.
Learn Our Way is a company dedicated to the advancement and education for children who have autism or other developmental delays.
www.learnourway.com
Learn Our Way products have been simplified for children who have autism to learn in a fun, yet educational environment. Each kit comes in an already organized, durable binder and includes the following:
*Educational based musical CD
*Easy to follow step by step instructions for teachers, paraprofessionals & parents
*Carefully selected, laminated visual aides for every song
www.learnourway.comLearn our way sounds sort of interesting but Room52publications.com is a similar product that provides a concrete medium to work with using prevailing special education theories like ABA (Applied Behavioral Analysis). Their books teach letter and number recognition...the basic building blocks of academic education. They offer extensive opportunities for incidental teaching including letter sounds, tactile kinesthetic activities and verbal behavior. They are great products for autistic children created by teachers from an autistic classroom. IF you buy all 4 of their books you get a full years worth of academic work, over 800 pages of activities, for essentially the same price as learning our way. Listening to cd's can be fun but the academic value is questionable!I love the 10 strategies listed. They really work for the students I work with. I just hope more educators get a chance to see this list! Thanks for the interesting posts and 10 strategies too. I found them very helpful, as others have. Thanks for this great forum for sharing ideas, which I stumbled upon while googling. I've also found good resources at the site below, as I googled around for useful ideas, tools and games. It's good to know there is lots of stuff out there.
www.childrensucceed.com
The Conversation Game for Children with Social Skill Challenges
A Card Game for Children Ages 6 to 10
Motivate your children to have real, interactive conversations while they learn to stay on topic, take turns talking, ask appropriate questions and make appropriate statements.
Thank you this was one of the most helpful posting i found
in any forum. |
Objectives of This Home Page
