teaching students with autism

Teaching Students with Autism

National Association of Special Education Teachers

Teaching Students with Autism-Step by Step

Step I-learn as much about the students as possible before school begins


-classification-health alerts-modifications


-skill strengths and weaknesses

-learning stylePrior educational

settings


-related services-assistive technology-ability levels

Step II-Working with Parents

send a letter home introducing yourself-may want to include the brochure-see example


-meet with parents individually or in group


-discuss parent’s role and responsibilities


-discuss the parent’s expectations


-discuss symptoms versus problems and educate the parent on how to identify potential problems


-discuss parent’s involvement with homework and rules to follow to avoid frustration

Step III-Working with Related Service Providers

-Send out letters to the related service providers for each child introducing yourself and asking for a time to get together-see example


-Discuss schedules, goals, expectations


-discuss that you will be the case manager for the IEP

Step IV-Other Teachers Involved with your Students

-Send out a letter to each teacher introducing yourself-offer some background if you are new-see example


-Follow up the letter with a personal meeting


-talk about roles-define responsibilities and

discuss scheduling


-discuss modifications for students and leave teacher with a written statement of these modifications


-discuss curriculum concerns and adapting curriculum-your role

Step V-Setting up your Room

-Different classroom modelsLearning center oriented modelTeacher center modelSmall group instructionIndividual instruction

Curriculum-Instructional Program

A-AttendingSitting in a chair, making eye

contact, ...Attending skills are often the

starting point to an educational program for a child with autism.


Instructional Area IReadying Self for Table Work

Sitting in a chair when requested Sitting at the table when requested


Instructional Area IIReadying Self for Instruction

Making eye contact in response to name Making eye contact in response to "Look

at me" at the table Placing hands in lap when requested


Making eye contact in response to name from a distance

Making eye contact in response to "Look at me" from a distance


Making eye contact in response to name during a teaching activity

Making eye contact in response to name during free play


Saying, "What?" in response to name

Making eye contact during group instruction


Instructional Area IIIAttending Jointly with Another

Attending to a nearby object/event jointly with an adult

Attending to a distant object/event jointly with an adult


Attending to a nearby object/event jointly with a peer

Attending to a distant object/event jointly with a peer


B-Imitation

Gross motor imitation, fine motor imitation, oral motor imitation, imitating blocks, copying drawings,


Much of the typical learning that children do is based on their imitating the actions and words of the people around them. Teaching imitation to a child who may not do it as naturally, then, is a very important step in laying the groundwork for future learning.


Instructional Area IImitating Motor Actions

Imitating gross motor actions Imitating fine motor actions Imitating with objects


Instructional Area IIImitating Vocalizations

Imitating sounds Imitating words Imitating phrases


Instructional Area IIIComplex Imitation Imitating sequenced actions Imitating block constructions Imitating drawn lines, curves, and simple

polygons Imitating simple drawings


C-Receptive, Expressive and Abstract language

Following directions, making requests, asking and answering

questions, labeling, conversation, ...


Language (be it spoken, sign, or picture/symbol-based) instruction is often the largest, and most important, portion of a program for a child with autism


Instructional Area IImitating Vocalizations "Echoics" or verbal behavior that mimics a

given model of verbal behavior. Imitating sounds Imitating words Imitating phrases


Instructional Area IIFollowing DirectionsTypically non-verbal behavior in response to

spoken words. Following one-step directions Following directions involving possession Following two-step directions


Following directions involving objects not in immediate view

Following directions involving delayed action

Following directions as part of a group Following illustrated directions Following written directions


Instructional Area IIIMaking Requests"Manding" or verbal behavior used to fulfill

an internal need. Pointing to desired items that are in view Pointing to the location desired items that

are out of view


Requesting preferred items that are out of view

Asking for help Asking to use the bathroom Asking for information


Instructional Area IVLabeling"Tacting" or verbal behavior that

puts a name to stimuli in the environment.


Labeling general nouns (objects, people, places)

Labeling verbs (actions) Labeling environmental sounds Labeling emotions Labeling colors Labeling numbers Labeling letters


Labeling professions Labeling possession Using the carrier phrase, "I see a ..." Using the carrier phrase, "I have a ..." Using the carrier phrase, "I hear a ..." Using the carrier phrase, "I feel a ..."


Instructional Area V-

Conversation"Intraverbals" or verbal behavior

as a response to spoken words


Completing word associations – Animal noises – Associated objects – Completing songs and nursery

rhymes Answering WH-questions

– What


Answering social questions – Questions about personal information – Questions about family – Questions about school – Questions about preferences – Questions about emotions


D-Pre-academics Matching, sorting, sequencing, numbers, letters,

reading, counting, ... Ahh, the stuff of school. Included here are those

skills that can help build readiness for school, as well as some skills that your kids might typcially be working on during their first few years in school.


Instructional Area I-Matching Matching identical objects Matching objects to identical pictures Matching identical pictures Matching non-identical objects Matching number to quantity Matching uppercase and lowercase letters


Instructional Area II-Sorting Sorting by color Sorting by size

– Big/large and little/small – Big/large, medium, and little/small

Sorting by shape Sorting by texture Sorting by two attributes Sorting by common function Sorting by common feature


Instructional Area III-Sequencing Sequencing by size Sequencing numbers Sequencing the alphabet Logical Sequences Sequencing a story


E-AcademicsHigher level functional academics

Instructional Area I-Alphabet Identifying uppercase letters in a single typeface Identifying lowercase letters in a single typeface Identifying letters in multiple typefaces


Instructional Area II-Numbers Identifying numbers in a single typeface Identifying numbers in multiple typefaces Matching numbers of varying typefaces Sequencing numbers


Instructional Area III-Counting and Quantity Counting on fingers Matching numerals with quantities Giving a requested quantity Quantitative vocabulary

– More – Less – All – Some – None – Most – Least


Instructional Area IV-Mathematics– Big / Small – Tall / Short – Full / Empty

Relative comparisons – More / Less – Bigger / Smaller – Taller / Shorter – Fuller / Emptier

Addition Subtraction


Insructional Area V-Reading Letter sounds Teaching sight words Words that should be taught by sight Suggested literature

Structured Teaching

Autistic students respond well to

structure.

Structured Teaching

A teacher must structure the classroom in order

to effectively teach autistic students.

Structured Teaching

Definition: Physical structure refers to the way in which we set up and organize the person's physical environment

Structured Teaching

It emphasizes where/how we place the furniture and materials in the various environments including classrooms, playground, workshop/work area, bedroom, hallways, locker/cubby areas, etc.

Structured Teaching

Close attention to physical structure is essential for a

number of reasons:

Structured Teaching

Physical structure provides environmental organization

for people with autism.

Structured Teaching

Clear physical and visual boundaries help the person to understand where each area begins and ends.

Structured Teaching

The physical structure minimizes visual and auditory distractions.

Structured Teaching

The amount of physical structure needed is dependent on the level of self-control demonstrated by the child, not his cognitive functioning level.

Structured Teaching

As students learn to function more independently, the physical structure can be gradually lessened

Structured Teaching

Physical structure consists of a number of components:

Structured Teaching

Location: Physical structure should be considered in any environment in which the person with autism interacts, including classrooms, playground, workshop/work area, bedroom, hallways, locker/cubby areas, etc.

Structured Teaching

Design/Layout. – "Design / Layout“ Clear visual

and physical boundaries:

Structured Teaching

Each area of the classroom (or environment) should be clearly, visually defined through the arrangement of furniture (e.g., bookcases, room, dividers, office panels, shelving units, file cabinets, tables, rugs, etc.)

Structured Teaching

and use of boundary markers, such as carpet squares or colored floor tape.

Structured Teaching

Children with autism typically do not automatically segment their environments like typically developing children. Large, wide-open areas can be extremely difficult for children with autism to understand:

Structured Teaching

What is to occur in each area; Where each area begins and ends, and How to get to a specific area by the most direct route.

Structured Teaching

By strategically placing furniture to clearly visually define specific areas, it will decrease the child's tendency to randomly wander/run from area to area.

Structured Teaching

Example: During group story time, a carpet square or taped-off square can provide the child with autism clear visual cues as to the physical boundaries of that activity. Floor tape can also be used in gym class to indicate to the child with autism the area in which he should stay to perform certain motor skills, like warm-up exercises.

Structured Teaching

Example: Color coded placements (according to each child's assigned color) can be used for snack or mealtimes. The placements will visually and physically define each child's "space" (and food items) on the table.

Structured Teaching

These visual cues will help children with autism better understand their environment, as well as increase their ability to become more independent in their environment and less reliant on an adult for direction.

Structured Teaching

Minimize visual and auditory distractions: Visual distractions can be minimized:

Structured Teaching

By painting the entire environment (walls, ceilings, bulletin boards, etc.) a muted color (e.g., off-white);

Structured Teaching

By limiting the amount of visual "clutter" which is typically present in most classrooms in the form of art projects, seasonal decorations and classroom materials;

Structured Teaching

By placing sheets/curtains to cover shelves of classroom materials, as well as other visually distracting equipment (e.g., computer, copy machine, TV/VCR, etc.);

Structured Teaching

By storing unnecessary equipment/materials in another area.

Structured Teaching

Example: In the play area, limit the number of appropriate toys which the children can use and then, on a weekly basis, rotate in "new" toys, while putting away the "old" ones.

Structured Teaching

Through the use of natural lighting from windows to reduce visually distracting fluorescent lighting;

Structured Teaching

By controlling the amount of light through the use of blinds, curtains, or shades, thus creating a warm and calm environment;

Structured Teaching

By placing study carrells and individual student work areas, bordered by a wall or corner of the classroom, away from group work tables can also reduce environmental visual distractions;

Structured Teaching

By carefully considering where the child with autism will sit in the regular education classroom.

Structured Teaching

Example: Tony, a student with autism was seated in the front of the class, facing away from the door or windows and away from shelves with instructional materials in order to minimize visual distractions.

Structured Teaching

Auditory distractions can be reduced through the use of carpeting, lowered ceilings, acoustical tiles, P.A. system turned off (or covered with foam to mute the sound) and headphones for appropriate equipment, such as the computer or tape players.

Structured Teaching

Develop appropriate instructional, independent, recreation and leisure areas in each physically structured environment

Structured Teaching

In a classroom setting, these areas may include: Small group work area;Independent work area;1:1 work area;Play/recreation/leisure area;Sensory motor area;Crash/quiet area.

Structured Teaching

At home, these areas may include: An independent work area;Play area;Crash/quiet area.

Structured Teaching

Again, these specific areas should have clear visual boundaries to define each area for the child with autism. It is also important to keep in mind the various distractions which may be present in each area, and make accommodations accordingly.

Structured Teaching

Organization: A physically structured environment must be extremely organized to effectively implement a structured teaching approach.

Structured Teaching

Adequate storage of various materials (not in view of the students), which can also be easily accessed by the adults in the environment, is critical.

Structured Teaching

Example: A sectioned-off storage area (with high dividing units to keep materials out of sight of the students) within the classroom can be very helpful to keep the environment "clutter and distraction-free" yet provide easy access to needed materials.

Structured Teaching

Students with autism can also be taught to keep the physical environment structured and organized through the use of pictures, color-coding, numbers, symbols, etc.

Structured Teaching

Example: In the play area, pictures of the toys can be placed on the shelves to provide structure when putting things away.

Structured Teaching

Structured Teaching

Visual Schedules Definition: A daily visual schedule is a

critical component in a structured environment. A visual schedule will tell the student with autism what activities will occur and in what sequence.

Structured Teaching

Visual schedules are important for children with autism because they: – Help address the child's difficulty

with sequential memory and organization of time.

Structured Teaching

Visual Schedules assist children with language comprehension problems to understand what is expected of them

Structured Teaching

Visual Schedules lessen the anxiety level of children with autism, and thus reduce the possible occurrence of challenging behaviors, by providing the structure for the student to organize and predict daily and weekly events.

Structured Teaching

Visual Schedules clarify that activities happen within a specific time period (e.g., understanding that "break time" is coming, but after "work time"), and also alert the student to any changes that might occur.

Structured Teaching

Visual schedules assist the student in transitioning independently between activities and environments by telling them where they are to go next

Structured Teaching

Visual schedules can be used in all environments (e.g., classroom, gym, Occupational Therapy, Speech/Language Therapy, home, Sunday School, etc.).

Structured Teaching

Visual Schedules are based on a "first-then" strategy; that is, "first you do ___, then you do ___", rather than an "if-then" approach (i.e., "if you do ___, then you can do___").

Structured Teaching

Structured Teaching

This first-then strategy allows the "first" expectation (whether a task, activity or assignment) to be modified, as needed.

Structured Teaching

Example: A student is having particular difficulty completing a math worksheet, due to anxiety, sensory processing difficulties, communication, difficulty generalizing, internal/external distracters, change, etc. The assignment can be modified so that the child only has to complete three math problems first, and then he has a break, as indicated on his visual schedule.

Structured Teaching

Visual Schedules can incorporate various social interactions into the student's daily schedule (e.g. showing completed work to a teacher/parent for social reinforcement, requiring appropriate social greetings).

Structured Teaching

Can increase a student's motivation to complete less desired activities by strategically alternating more preferred with less-preferred activities on the student's individual visual schedule.

Structured Teaching

Example: By placing a "computer" time after "math", the student may be more motivated to complete math knowing that "computer" time will be next.

Structured Teaching

A visual schedule for a student with autism must be directly taught and consistently used. Visual schedules should not be considered as "crutches" for students with autism, from which they should gradually be "weaned".

Structured Teaching

Developing Visual Schedules: In general, schedules should be arranged from a "top-to-bottom" or "left-to-right" format, including a method for the student to manipulate the schedule to indicate that an activity is finished or "all done" .

Structured Teaching

Structured Teaching

A minimum of two scheduled items should be presented at a time so that the student begins to understand that events and activities happen in a sequential manner, not in isolation.

Structured Teaching

Various visual representation systems can be used for an individual visual schedule including:Real objects;Photographs (e.g., "Picture This" software program or own photos);Realistic drawings;Commercial picture system (e.g., "Boardmaker" software program);Written words/lists.

Structured Teaching

Structured Teaching

Individual Schedule: It is necessary to develop an individual schedule for the child with autism in addition to the general classroom schedule.

Structured Teaching

An individual schedule will give the child with autism important information in a visual form that he can readily understand.

Structured Teaching

Another consideration when individualizing a schedule for a student with autism is the length of the schedule (number of activities).

Structured Teaching

The length of the schedule may need to be modified due to the student becoming increasingly obsessed and/or anxious regarding an up-coming scheduled activity, or due to difficulty in processing "too much" information presented at once.

Structured Teaching

Example: A particular student "obsesses" over recess. If at the beginning of his day he sees "recess" scheduled later in the morning, he will continue to be obsessed with "going out for recess", resulting in increased anxiety and distractibility for the rest of the morning activities until recess. The student's schedule could be created with a few activity items at a time, up until recess. Again, individualization is the key to success.

teaching students with autism

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