creating quality autistic support programs

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Creating Quality Autistic Support Programs Jane Cordero, MEd, NBCT Coordinator of Autism Services, School District of Philadelphia, Intermediate Unit #26

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Creating Quality Autistic Support Programs. Jane Cordero, MEd, NBCT Coordinator of Autism Services, School District of Philadelphia, Intermediate Unit #26. Overview. Assessment Curriculum and Interventions Progress Monitoring Community Based Instruction (CBI) Extended School Year (ESY) - PowerPoint PPT Presentation

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Creating Quality Autistic Support Programs

Creating Quality Autistic Support Programs

Jane Cordero, MEd, NBCTCoordinator of Autism Services,School District of Philadelphia,Intermediate Unit #26

OverviewOverview

Assessment Curriculum and Interventions Progress Monitoring Community Based Instruction (CBI) Extended School Year (ESY) Applied Behavior Analysis (ABA) Quality Program Checklist Staff Schedules Clear Language linked with Visual

Supports Supports for School

Personnel/Partnerships

Assessment Curriculum and Interventions Progress Monitoring Community Based Instruction (CBI) Extended School Year (ESY) Applied Behavior Analysis (ABA) Quality Program Checklist Staff Schedules Clear Language linked with Visual

Supports Supports for School

Personnel/Partnerships

Factors for Educational Leaders

Factors for Educational Leaders

Increasing basic knowledge about the disorder and the core deficits that impede learning for the student with ASD.

Be aware that students with ASD are not all alike. They require individualized programs that are based on the student’s strengths and needs.

Programs, interventions and services can and should look different for each student with ASD based on their level of functioning and severity of symptoms.

Increasing basic knowledge about the disorder and the core deficits that impede learning for the student with ASD.

Be aware that students with ASD are not all alike. They require individualized programs that are based on the student’s strengths and needs.

Programs, interventions and services can and should look different for each student with ASD based on their level of functioning and severity of symptoms.

What is AutismWhat is Autism

Developmental disorder of neurobiological origin

Present from birth or very early in development

Developmental disorder of neurobiological origin

Present from birth or very early in development

1 in 88 (CDC, 2012)

What is AutismWhat is Autism

REMEMBER!!!

Autism Spectrum Disorder is

diagnosed by the

observation of behaviors.

REMEMBER!!!

Autism Spectrum Disorder is

diagnosed by the

observation of behaviors.

What is AutismWhat is Autism

Has life long effects on learning, interacting with others, becoming independent, and participating in the community.

National Research Council, 2001

Has life long effects on learning, interacting with others, becoming independent, and participating in the community.

National Research Council, 2001

AUTISM SPECTRUM DISORDER (ASD)

AUTISM SPECTRUM DISORDER (ASD)

AUTISM SPECTRUM DISORDER (ASD)AUTISM SPECTRUM DISORDER (ASD)

• Autistic Disorder - occurs in males four times more than females and involves moderate to severe impairments in communication, socialization and behavior.

• Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) -  includes children that do not fully meet the criteria for the other specific disorders or those that do not have the degree of impairment associated with those disorders.

• Asperger's Disorder - sometimes considered a milder form of autism, Asperger’s is typically diagnosed later in life than other disorders on the spectrum. People with Asperger's usually function in the average to above average intelligence range and have no delays in language skills, but often struggle with social skills and restrictive and repetitive behavior.

AUTISM SPECTRUM DISORDER (ASD)

AUTISM SPECTRUM DISORDER (ASD)

• Childhood Disintegrative Disorder - involves a significant regression in skills that have previously been acquired, and deficits in communication, socialization and/or restrictive and repetitive behavior.

• Rett's Disorder - diagnosed primarily in females who exhibit typical development until approximately five to 30 months when children with Rett syndrome begin to regress, especially in terms of motor skills and loss of abilities in other areas. A key indicator of Rett syndrome is the appearance of repetitive, meaningless movements or gestures.

Assessment

Ensuring Student LearningEnsuring Student Learning

Accurate assessment in all areas (cognitive, academic, communication, social, sensory-motor, behavioral, vocational)

Who?----Additional support needed?

Accurate assessment in all areas (cognitive, academic, communication, social, sensory-motor, behavioral, vocational)

Who?----Additional support needed?

AssessmentsAssessments

Area Assessments Notes

Academic Learning

Review of IEP goalsEasy IEP Progress MonitoringReport Card

On-going data collection according to frequency in IEP for each goal.

Pennsylvania Alternate System of Assessment (PASA)    *  For students who have been determined by the IEP team to meet the PASA eligibility criteria

Mandated State Assessment Testing window Reading and Math for grades 3 - 8 and 11 February 14 to March 25 Science for 4, 8 & 11 graders May 2 to May 27       

The Pennsylvania System of School Assessment -Modified (PSSA-M)      *  For students who have been determined by the IEP team to meet the PASA eligibility criteria and have a standards-aligned IEP.

Mandated State Assessment Testing windowReading and Math for grades 3 - 8 and grade 11 -March 14 -25Science - grades 4, 8 and 11 -April 4 - 8

AssessmentsAssessments

Area Assessments Notes

BRIGANCE CIBS II - Comprehensive Inventory of Basic Skills II  (Green)     *Assesses readiness for learning, reading and math.

Pre K-9Can be assessed in September and before an annual IEP

Brigance IED II - Inventory of Early Development II (Yellow)     *Assesses basic skills and readiness for learning

Birth-7Can be assessed in September and before an annual IEP

Distar Arithmetic Placement test Mastery tests

Reading Mastery Assessment Placement test Mastery tests

Woodcock Johnson-III or Key Math If reading or math levels are in questions

AssessmentsAssessmentsArea Assessments Notes

Language and Learning

Student Learning Profiles - STAR Program

K-2 ongoing

The Assessment of Basic Language and Learning Skills- Revised (The ABLLS®-R)

All agesOn-going

Verbal Behavior Milestones Assessment and Placement Program (VB MAPP)

All ages On-going

Social Skills Social Skills Solutions Checklist All ages - When needed to determine social goals

Transition/Post SecondaryEmployment

BRIGANCE TSI -Transition Skills Inventory Middle School/High School

Middle to High School - Used to assess transition IEP goals

CDM – Career Decision Maker 14 years+ to determine career interests

Career Scope On-line, 14 years+ to determine career interests

Comprehensive Autism Assessment

(CAA)

Comprehensive Autism Assessment

(CAA)

For Intervention PlanningFor Intervention Planning

www.pattan.net

Guiding Principles for CAA’s

Guiding Principles for CAA’s

CAAs should serve as a foundation for intervention plans

Multi-disciplinary teams that know the individual should work together

Family input is crucial to a CAA CAA’s require direct observation and

testing of the individual across multiple environments

CAAs should serve as a foundation for intervention plans

Multi-disciplinary teams that know the individual should work together

Family input is crucial to a CAA CAA’s require direct observation and

testing of the individual across multiple environments

Domains to AssessDomains to Assess

Family Needs & Priorities

Preferences & Motivators

Interests & Strengths

Developmental Levels

Communication Communication

Mode Social Competence Neurocognitive

Family Needs & Priorities

Preferences & Motivators

Interests & Strengths

Developmental Levels

Communication Communication

Mode Social Competence Neurocognitive

• Sensory Processing• Emotional

Regulation• Challenging

Behaviors• Adaptive/

Functional• Perceptual Motor• Academic Learning• Post-Secondary• Sexuality

Awareness• Medical

Tests and Tools Tests and Tools

The CAA Tests and Tools Resource List is an inventory of tests and tools. This is not an exhaustive or approved list. Teams may use other testsor tools to support a CAA.

Bottom Line… Does the test or tool help the team determine the skill strengths and needs to prioritize for an intervention plan?

The CAA Tests and Tools Resource List is an inventory of tests and tools. This is not an exhaustive or approved list. Teams may use other testsor tools to support a CAA.

Bottom Line… Does the test or tool help the team determine the skill strengths and needs to prioritize for an intervention plan?

Curriculum and Interventions

National Standards Report

National Standards Report

The National Autism CenterA national standards project—

addressing the need for evidence-based practice guidelines for autism spectrum disorders.

The National Autism CenterA national standards project—

addressing the need for evidence-based practice guidelines for autism spectrum disorders.

www.nationalautismcenter.org

Significant FindingsSignificant Findings

The findings include the identification of: 11 “Established” Treatments: treatments that

are know to be effective Antecedent Package Behavioral Package Comprehensive Behavioral Treatment for Young

Children Joint Attention Intervention Modeling Naturalistic Teaching Strategies Peer Training Package Pivotal Response Treatment Schedules Self-management Story-based Intervention Package

The findings include the identification of: 11 “Established” Treatments: treatments that

are know to be effective Antecedent Package Behavioral Package Comprehensive Behavioral Treatment for Young

Children Joint Attention Intervention Modeling Naturalistic Teaching Strategies Peer Training Package Pivotal Response Treatment Schedules Self-management Story-based Intervention Package

www.nationalautismcenter.org

Gaskin vs. Pennsylvania Department of EducationGaskin vs. Pennsylvania Department of Education

Students not to be removed from regular education classroom because of severity of their disability

When needed, provide supplementary services

IEP teams determine whether goals can be implemented in regular education class with supplementary aids and services before considering removal

Students not to be removed from regular education classroom because of severity of their disability

When needed, provide supplementary services

IEP teams determine whether goals can be implemented in regular education class with supplementary aids and services before considering removal

PDE’s Commitment to Least Restrictive Environment

(LRE)

PDE’s Commitment to Least Restrictive Environment

(LRE)Recognizing that the placement

decision is an Individualized Education Program (IEP) team

decision, our goal for each child is to ensure IEP teams begin with

the general education setting with the use of supplementary

aids and services before considering a more restrictive

environment.

Recognizing that the placement decision is an Individualized

Education Program (IEP) team decision, our goal for each child

is to ensure IEP teams begin with the general education setting with the use of supplementary

aids and services before considering a more restrictive

environment.

Inclusive PracticesInclusive Practices

Belonging or membership within the general education classroom.

Differs from mainstreaming (needed a readiness to be included)

Oberti v. Board of Education in Clementon School District, 1993

“Inclusion is a right, not the privilege of a select few.”

Belonging or membership within the general education classroom.

Differs from mainstreaming (needed a readiness to be included)

Oberti v. Board of Education in Clementon School District, 1993

“Inclusion is a right, not the privilege of a select few.”

School District of Philadelphia Profile of Services for ASD

School District of Philadelphia Profile of Services for ASD

2,477 students with Autism Spectrum Disorder

1703 students in Autistic Support Classrooms

198 Autism Support Classrooms from kindergarten to high school

2,477 students with Autism Spectrum Disorder

1703 students in Autistic Support Classrooms

198 Autism Support Classrooms from kindergarten to high school

Secondary Disabilityfull time: 64supplemental: 389itinerant: 19

Tertiary Disabilityfull time:1Supplemental: 3itinerant:

Primary Disabilityfull time: 133supplemental: 1383itinerant: 239

Curriculum ConsiderationsCurriculum Considerations

Access to the Core Strategies Guide – www.philasd.org

Reading and Math Interventions Reading and Math Interventions

Faith B. Fisher, M.Ed., PresidentFisher Educational Services, [email protected]

STAR• Teaching strategies

• Discrete trial training• Pivotal response

training• Functional routines

• Paired with curriculum content • Receptive language• Expressive language• Spontaneous language• Functional routines• Pre-academic skills• Play & social concepts

STAR InterventionStrategies for Teaching Based on Autism Research

ABA Based

K-2 AS Support Classrooms3-5 AS Support Classrooms Principles and Practices

Structured TeachingTIM Academy

ABA Based

Structured TeachingTIM Academy

ABA Based

STRUCTURED TEACHING• Teaching strategies

– Physical Structure– Schedules– Work Systems– Visual cues

• Paired with curriculum content – Communication– Behavior– Home care skills– Community Based

Instruction– Pre-academic skills– Social and Leisure skills

STRUCTURED TEACHING• Teaching strategies

– Physical Structure– Schedules– Work Systems– Visual cues

• Paired with curriculum content – Communication– Behavior– Home care skills– Community Based

Instruction– Pre-academic skills– Social and Leisure skills

6 - 12 AS Support Classrooms

Life Skills CurriculumLife Skills Curriculum

6 Domain AreasPersonal MaintenanceDomestic Maintenance Interpersonal CommunicationFunctional AcademicsVocationalRecreation and Leisure6 Domain AreasOther IEP AreasTransition – 14 and olderBehavior – Positive Behavior Support Plan

6 Domain AreasPersonal MaintenanceDomestic Maintenance Interpersonal CommunicationFunctional AcademicsVocationalRecreation and Leisure6 Domain AreasOther IEP AreasTransition – 14 and olderBehavior – Positive Behavior Support Plan

Standards-Aligned Instruction for Students with Complex Support Needs

The SAS Portal provides educators with a means to easily reference standards and resources for standards-aligned instruction.

The Pennsylvania Standards Aligned System (SAS) is a collaborative product of research and good practice that identifies six distinct elements which, if utilized together, will provide schools and districts a common framework for continuous school and district enhancement and improvement.

www.pdesas.org

Teaching standards-aligned content to students with complex support needs can be a challenge. By selecting or creating materials that are engaging and accessible to each student, the challenge can become an opportunity.

UDL – Universal Design to Learning• options for representation (access information and activate background knowledge• options for action and expression (to show what they know)• options for engagement• (for recruiting interest)

Standards-Aligned Instruction for Students with Complex Support Needs

www.udlcenter.org

Academic/Behavior StrategiesAcademic/Behavior Strategies

Provide a predictable and safe environment

Prepare for changes Expose student to new activity

beforehand Avoid surprises Teach flexibility Offer consistent daily routine Provide picture or written schedules Choice boards

Provide a predictable and safe environment

Prepare for changes Expose student to new activity

beforehand Avoid surprises Teach flexibility Offer consistent daily routine Provide picture or written schedules Choice boards

Academic/Behavior StrategiesAcademic/Behavior Strategies

Break assignments down into small units

Provide frequent teacher feedback Give redirection as needed Use timed work sessions Have firm expectations Provide environmental supports such as

room dividers and individual carrels Use curriculum that addresses

individual student needs

Break assignments down into small units

Provide frequent teacher feedback Give redirection as needed Use timed work sessions Have firm expectations Provide environmental supports such as

room dividers and individual carrels Use curriculum that addresses

individual student needs

Sensory StrategiesSensory Strategies

Sensitive to sounds Muffle sound of PA system Put tennis balls on bottom of chair legs Keep noise levels down in classroom

Sensitive to smells Mask smells with lip balm Do not wear strong perfumes

Sensitive to touch May prefer to wear clothing inside out Don’t get into student’s personal space Student may need tactile items such as squeeze balls,

brush, Velcro Sensitive to tastes

May prefer certain texture of food Give choices of food items Mix small amounts of undesirable food with preferred food

items

Sensitive to sounds Muffle sound of PA system Put tennis balls on bottom of chair legs Keep noise levels down in classroom

Sensitive to smells Mask smells with lip balm Do not wear strong perfumes

Sensitive to touch May prefer to wear clothing inside out Don’t get into student’s personal space Student may need tactile items such as squeeze balls,

brush, Velcro Sensitive to tastes

May prefer certain texture of food Give choices of food items Mix small amounts of undesirable food with preferred food

items

Progress Monitoring

Ensuring Student LearningEnsuring Student Learning Progress

Monitoring

How do we know students are learning?

Who takes and analyzes data to make instructional decisions?----Additional support/training needed?

Progress Monitoring

How do we know students are learning?

Who takes and analyzes data to make instructional decisions?----Additional support/training needed?

Data…..Data…..Data…Data…..Data…..Data…

Collect data regularly Analyze data Make decisions based on this data to drive

instruction and IEP Plans Goals and objectives

Observable Measurable Criteria for meeting target Includes condition and prompts Probes taken weekly or biweekly

Communicate progress to parents- Gradebook report cards and Progress Monitoring from Easy IEP

Collect data regularly Analyze data Make decisions based on this data to drive

instruction and IEP Plans Goals and objectives

Observable Measurable Criteria for meeting target Includes condition and prompts Probes taken weekly or biweekly

Communicate progress to parents- Gradebook report cards and Progress Monitoring from Easy IEP

CBICommunity Based

Instruction

Community Based InstructionCommunity Based Instruction

Sites determined by IEP goals IEP goals/objectives generalized by

practicing in naturally occurring environments

Data is taken for every student Sites must meet special criteria-

Insurance certificates- ACORDApproved by Office of Risk

Management

Sites determined by IEP goals IEP goals/objectives generalized by

practicing in naturally occurring environments

Data is taken for every student Sites must meet special criteria-

Insurance certificates- ACORDApproved by Office of Risk

Management

Community Based InstructionCommunity Based Instruction

Buses provided to pre-approved alternate learning environments

Request forms sent to teachers in September

Requests must include justification and goals for each student

Principal reviews and signs Students should also have experiences in

and around the school

Buses provided to pre-approved alternate learning environments

Request forms sent to teachers in September

Requests must include justification and goals for each student

Principal reviews and signs Students should also have experiences in

and around the school

ESYExtended School

Year

Extended School YearExtended School Year

ESY must be considered for all students with disabilities

Eligibility must be determined prior to February 28, for the ESY year. If this determination is not part of the annual IEP, a NOREP for ESY must be issued.

Disabilities such as autism, severe intellectual disability, or severe multiple disabilities are usually considered for eligibility.

ESY must be considered for all students with disabilities

Eligibility must be determined prior to February 28, for the ESY year. If this determination is not part of the annual IEP, a NOREP for ESY must be issued.

Disabilities such as autism, severe intellectual disability, or severe multiple disabilities are usually considered for eligibility.

Extended School YearExtended School Year

Eligibility is determined by the IEP team who should consider these questions: Does the student have a measurable decrease in skills

or behavior following a break in programming (regression)?

What is the student’s capacity to recover ?(recoupment)

Will problems with regression and recoupment make it unlikely that student will maintain skills and behaviors?

Did the student master new skills at the point that the educational program would be interrupted?

Is a skill or behavior crucial for student to meet goals of self-sufficiency and independence from caregivers?

Do interruptions cause withdrawal from learning process?

Eligibility is determined by the IEP team who should consider these questions: Does the student have a measurable decrease in skills

or behavior following a break in programming (regression)?

What is the student’s capacity to recover ?(recoupment)

Will problems with regression and recoupment make it unlikely that student will maintain skills and behaviors?

Did the student master new skills at the point that the educational program would be interrupted?

Is a skill or behavior crucial for student to meet goals of self-sufficiency and independence from caregivers?

Do interruptions cause withdrawal from learning process?

Extended School YearExtended School Year

Other sources to consider Progress on goals in consecutive ieps Data of progress before and after interruptions Reports by parents of negative changes Medical reports of degenerative-type difficulties Observations by educators, parents, and others Results of tests

ESY is NOT based on need for day care, respite care, summer recreation, or desire /need for programs not needed for provision of FAPE. If all goals are not met during the year, this does not mean ESY should be provided to meet the goals.

Other sources to consider Progress on goals in consecutive ieps Data of progress before and after interruptions Reports by parents of negative changes Medical reports of degenerative-type difficulties Observations by educators, parents, and others Results of tests

ESY is NOT based on need for day care, respite care, summer recreation, or desire /need for programs not needed for provision of FAPE. If all goals are not met during the year, this does not mean ESY should be provided to meet the goals.

Extended School YearExtended School Year

SDP currently operates a summer program to meet the individual needs of students who qualify for ESY Provides setting to implement ESY goals Currently at 8 sites Receive breakfast and lunch Transportation Goals for program determined by IEP team Data taken for goals identified for ESY Related services included as determined by

IEP team.

SDP currently operates a summer program to meet the individual needs of students who qualify for ESY Provides setting to implement ESY goals Currently at 8 sites Receive breakfast and lunch Transportation Goals for program determined by IEP team Data taken for goals identified for ESY Related services included as determined by

IEP team.

Applied Behavior Analysis

ABA

Applied Behavior AnalysisApplied Behavior Analysis

Over the past 20 years or so, ABA has been established as a powerful source of interventions in educational programs for students with autism.

By looking at the ABCs, educational teams can begin to develop a comprehensive plan for changing behavior and acquiring skills.

Over the past 20 years or so, ABA has been established as a powerful source of interventions in educational programs for students with autism.

By looking at the ABCs, educational teams can begin to develop a comprehensive plan for changing behavior and acquiring skills.

Applied Behavior AnalysisApplied Behavior Analysis

ABA is a scientific approach to behavior focused on environmental events

Based on understanding ofAntecedentsBehaviorsConsequences

Principles are used to change and improve behaviors.

ABA is a scientific approach to behavior focused on environmental events

Based on understanding ofAntecedentsBehaviorsConsequences

Principles are used to change and improve behaviors.

Take the Bull by the HornsTake the Bull by the Horns

Proactive

planning is a

must!!!!

Proactive

planning is a

must!!!!

Positive Behavioral Support

Positive Behavioral Support

Central Theme: Challenging behaviors result from

unmet needs

Central Theme: Challenging behaviors result from

unmet needs

Positive Behavior Support Plans

Positive Behavior Support Plans

Based on positive ways to change practices Use positive reinforcement to shape behavior Employ techniques to develop and maintain

socially appropriate skills while enhancing opportunities for learning

Use the least intrusive intervention possible To alter patterns of problem behaviors- behaviors

of families, teachers, staff need to change What will we do differently?

“If nothing changes……nothing changes”

Based on positive ways to change practices Use positive reinforcement to shape behavior Employ techniques to develop and maintain

socially appropriate skills while enhancing opportunities for learning

Use the least intrusive intervention possible To alter patterns of problem behaviors- behaviors

of families, teachers, staff need to change What will we do differently?

“If nothing changes……nothing changes”

Positive Behavior Support Plans should be written directly into Easy IEP Behavior section.

Self-Calm or Sensory AreaSelf-Calm or Sensory Area

Some children with ASD may need to engage in stimulatory activities to allow the child to focus or relax

Encourage the use of approved manipulatives or create a self-calm space to deter challenging behaviors

Some children with ASD may need to engage in stimulatory activities to allow the child to focus or relax

Encourage the use of approved manipulatives or create a self-calm space to deter challenging behaviors

Protecting from Harm:Crisis Management

Protecting from Harm:Crisis Management

Crisis Management is not a behavior reduction

strategy

is a series of procedures to keep the student, and others in the area, safe

Crisis Management is not a behavior reduction

strategy

is a series of procedures to keep the student, and others in the area, safe

Quality Program Checklist

Quality Program ChecklistQuality Program Checklist

Considerations:Visuals, schedules for students and staff, functional areas, clear language, behavior, sensory, researched-based programs, social skills.

Administrators can set the expectation and

provide the leadership

Quality Program ChecklistQuality Program Checklist

Developed as a guide for teachers and administrators

Long form has more specific descriptions

One page short form available for quick overview

AD1 has developed a one page “look-for s”

Additional section for Vocational Itinerant Program

Developed as a guide for teachers and administrators

Long form has more specific descriptions

One page short form available for quick overview

AD1 has developed a one page “look-for s”

Additional section for Vocational Itinerant Program

Staff Schedules

Staff SchedulesStaff Schedules

Administrators can set the expectation and

provide the leadershipIt really does take a village…..a team…..Parents, administrators, teachers, classroom assistants, speech/language pathologists, occupational/physical therapists, counselors, psychologists, outside agency staff - behavior consultants, TSS

Administrators can set the expectation and

provide the leadershipIt really does take a village…..a team…..Parents, administrators, teachers, classroom assistants, speech/language pathologists, occupational/physical therapists, counselors, psychologists, outside agency staff - behavior consultants, TSS

Staff—Student FitStaff—Student Fit Ability to work and communicate

with families Teaming abilities Tolerance for consultants and

other team members in and out of the classroom

Willingness to learn and take ideas from others

Ability to integrate various techniques and strategies

Willingness to change strategies when something is not working

Amount of flexibility in understanding variations in student performance

Level of structure and routine inherit in teaching style

Ability to handle stress

Ability to work and communicate with families

Teaming abilities Tolerance for consultants and

other team members in and out of the classroom

Willingness to learn and take ideas from others

Ability to integrate various techniques and strategies

Willingness to change strategies when something is not working

Amount of flexibility in understanding variations in student performance

Level of structure and routine inherit in teaching style

Ability to handle stress

Clear Language and Visual Support

Communication StrategiesCommunication Strategies

Give students time to respond Avoid excessive use of questions Use as few words as possible Respond naturally Always have communication

tools available

Give students time to respond Avoid excessive use of questions Use as few words as possible Respond naturally Always have communication

tools available

Communication StrategiesCommunication Strategies

If necessary, use gestures, signs, pictures to supplement speech.

Use clear, concise language to help structure a student’s world.

If necessary, use gestures, signs, pictures to supplement speech.

Use clear, concise language to help structure a student’s world.

Social StrategiesSocial Strategies

Protect the student from bullying and teasing

Emphasize skills the student is good at Teach how to react to social cues Peers teach peers social skills Give scripted responses to use in social

situations Model and role play two-way

interactions Use social stories

Protect the student from bullying and teasing

Emphasize skills the student is good at Teach how to react to social cues Peers teach peers social skills Give scripted responses to use in social

situations Model and role play two-way

interactions Use social stories

Visual StrategiesVisual Strategies

Visually show beginning and end

Create picture schedules

Limit number of visuals displayed in the classroom

Support verbal language with visuals

Visually show beginning and end

Create picture schedules

Limit number of visuals displayed in the classroom

Support verbal language with visuals

Make Language

Visible

Visual SupportsVisual Supports

Visual StructureVisual Structure

Visual Instruction sequence to complete the task

Visual Instruction sequence to complete the task

Supports to School Personnel and Partnerships

ResourcesResources

PATTAN – Autism search Elwyn Resource Guide Bureau of Autism Services Autism Society Autism Speaks Office of Specialized Instructional

ServicesAccess to the Core Guide IIAnnual Autism Expo

PATTAN – Autism search Elwyn Resource Guide Bureau of Autism Services Autism Society Autism Speaks Office of Specialized Instructional

ServicesAccess to the Core Guide IIAnnual Autism Expo

PartnershipsPartnerships

University of Pennsylvania (Dr. David Mandell) – Philly AIMS (Philadelphia Autism Instructional Methods Study)

K-2 AS Classrooms - STAR – Strategies for Teaching Based on Autism Research

3-5 AS Classrooms – Principles and practices from STAR

TIM Academy (Wendy Moran) – Structured Teaching

6-12 AS Classrooms

University of Pennsylvania (Dr. David Mandell) – Philly AIMS (Philadelphia Autism Instructional Methods Study)

K-2 AS Classrooms - STAR – Strategies for Teaching Based on Autism Research

3-5 AS Classrooms – Principles and practices from STAR

TIM Academy (Wendy Moran) – Structured Teaching

6-12 AS Classrooms

Temple University (Dr. Erin Rotherman-Fuller) – Supporting Students with ASD in the general education classroom

VizZle – web-based award winning autism software program that provides visual supports

Temple University (Dr. Erin Rotherman-Fuller) – Supporting Students with ASD in the general education classroom

VizZle – web-based award winning autism software program that provides visual supports

PartnershipsPartnerships

Parents as PartnersParents as Partners

Parents’ concerns and perspectives should actively help to shape educational planning

Communicate often about progress and concerns

Parents’ concerns and perspectives should actively help to shape educational planning

Communicate often about progress and concerns