research based strategies for autism spectrum disorder n.
Skip this Video
Loading SlideShow in 5 Seconds..
Research Based Strategies for Autism Spectrum Disorder PowerPoint Presentation
Download Presentation
Research Based Strategies for Autism Spectrum Disorder

Research Based Strategies for Autism Spectrum Disorder

115 Vues Download Presentation
Télécharger la présentation

Research Based Strategies for Autism Spectrum Disorder

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Research Based Strategies for Autism Spectrum Disorder Presented by: Mary E. Flowers

  2. Goals of Presentation • Discuss to Autism Spectrum Disorder (ASD) and the symptoms that accompany the diagnosis • Review research on cognitive difference in persons with ASD • Research based strategies to address social, communication, behavioral, and academic issues of the students with AS • Brainstorm how these can be implemented with students in our classrooms

  3. Expert Panel

  4. Asperger’s Syndrome Autism Spectrum Disorder CDD Rett’s Syndrome PDD-NOS

  5. ? ? ?

  6. "Here's to…the round pegs in the square holes. The ones who see things differently…Because they change things. They push the human race forward.” — Apple

  7. How Do We Support a Student with Autism Spectrum Disorder? • What have you seen, heard about, or used in the past that has worked with a student on the spectrum?

  8. Routines and SchedulesThis schedule works well for younger students just learning to use a schedule or for students in a self-contained classroom. 1. A “check schedule” card is kept right next to the schedule. When it is time for the student to transition to the next activity the card is handed to the student with the request to “check your schedule”. The student will bring the card back to the place where it belongs, thus bringing him to his schedule. 2. Once the student is at their schedule they can be cued or physically assisted to take the next card on the schedule. 3. The picture in their hand tells them where they are going. A “receiver envelope” is kept at the site where the activity will occur. The student puts the picture in the envelope and then he is right there where the activity takes place—transition complete! I first heard the terms “check schedule card” and “receiver envelope” at a workshop with Barbara Bloomfield from New York. She has a business called “Icon Talk Visual Teaching Materials”. You can request a catalog at

  9. Example #2This schedule works well for students who spend most of their day in general education.

  10. Example #3 This schedule clearly communicates what needs to be done. It can be attached to a notebook or clipboard so it is portable and easy to use. Things to do. All Done Warm-Up Work Task Break Community Lunch

  11. Don’t Forget Special Days and Activities!!

  12. Mini-Schedules Here is an example of a mini-schedule for getting ready for a winter recess.

  13. I need a break! Break Identifying the need for a break and getting a break appropriately are important skills for our students.

  14. Reminders and Rules

  15. Choices

  16. Reinforcement vs. Punishment

  17. Descriptive Praise

  18. Modifications and Adaptations • How can we modify tests for students who have fine motor skill problems? • How can we modify an activity for a student with ADHD? • How can we modify a reading activity for a student with dyslexia? • What can we do for a student who always seems to be out of his seat at the wrong time? • What can we do for a student who is easily overwhelmed in the classroom?

  19. Coping Strategies

  20. Video Modeling

  21. Sensory Integration Strategies • How can we integrate sensory breaks throughout the day? • What are some activities or materials that can be used to help children who have problems: • Getting out of their seat • Fidgeting with their hands • Kicking their feet • Pushing their chair backwards on two legs • Getting into areas where they’re not supposed to be

  22. Preventative Strategies This goes hand in hand with…

  23. Positive Behavior Support Plans • Some children with Autism will have a PBSP • What to do when the behavior occurs • What to do when the behavior does not occur • Ensures all staff are prepared • Lists triggers for the behavior

  24. Social Supports for Students

  25. Collaboration

  26. Additional Websites • • • • • • •

  27. It has been a pleasure to be here today! If you have any further questions please contact me at