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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, LLCFesonline@verizon.net
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
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