The Basics of Autism Spectrum Disorders

Training Series

Regional Autism Advisory Council of

Southwest Ohio (RAAC-SWO)

RAAC Training Committee 2011

Training Series Modules

Module One: Autism Defined, Autism Prevalence and Primary Characteristics

Module Two: Physical Characteristics of Autism

Module Three: Cognition and Learning in Autism

Module Four: Getting the Student Ready to Learn

Module Five: Structuring the Classroom Environment

Module Six: Using Reinforcement in the Classroom

Training Series Modules

Module Seven: Autism and Sensory Differences

Module Eight: Sensory in the Classroom

Module Nine: Communication and Autism

Module Ten: Communication in the Classroom

Module Eleven: Behavior Challenges and Autism

Module Twelve: Understanding Behavior in Students with Autism

Training Series ModulesModule Thirteen: Social Skills in the School

Environment

Module Fourteen: Functional Behavior Assessment

Module Fifteen: Working Together as a Team

Module Sixteen: Autism and Leisure Skills to Teach

Module Seventeen: Special Issues of Adolescence

Module Eighteen: Safety and Autism

Module Nineteen: Special Issues: High School, Transition, and Job Readiness

Training Series ModulesModule Twenty: Asperger Syndrome: Managing

and Organizing the Environment

Module Twenty-One: Asperger Syndrome: Addressing Social Skills

Cognition and Learning in Autism

There is a wide range of cognitive ability.

Intellectual Disability Gifted

Big Idea

Students with autism can learn. It is up to us to

figure out the best way to teach them.

Strategies for Learning Differences

Many students with autism understand better by seeing than hearing something. When possible, use a picture or written words.

Actual objects mean more than photographs or line drawings for some.

They may have great memory for numbers, facts, directions, but they may have a hard time retelling events. Use pictures or reminders to help remember past events.

Strategies for Learning Differences

Skills learned in one place may not be used in a new place. May have to teach the skill in each place it is used.

The student may not learn by watching others. We may have to teach them by going through each step. A list of steps can be helpful for some tasks.

Strategies for Learning Differences

It might take longer for them to think through what was said before they are able to respond. Give them time.

They might not even see why they should respond. Prompt them to respond.

Some days it may be harder to concentrate or the student may be more stressed making it harder to think and learn.

Big Idea

Visuals help with learning. This can be objects, pictures, or

written words.