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Effective Instructional Strategies for Students with Autism
1
Effective Instructional Strategies for Students with Autism
Differentiated Instruction
Through this approach, the specific skills or difficulties of students with ASD can be addressed by employing a variety of methods to differentiate (or vary) the following:
Differentiated Instruction
Content
Content
The depth or breadth of the information or skills
to be taught.
The Processes
The Processes
The instructional approaches used with the student, as well as the materials used to deliver or illustrate the content
Products of the Learning Situation
What the end product will be or look like. This product may be tangible (a worksheet, project, composition), a skill that has been acquired, or knowledge that has been gained.
To determine the most effective strategies, ask yourself:
Products of the Learning Situation
WHAT we want them to learn?
1.
WHY is the student learning this?
2.
HOW will the student learn this?
3.
Examples of DI
Visual Supports
Visual Supports
The use of visual supports is one of the most widely recommended strategies for teaching students with ASD, as they usually process visual information more efficiently and effectively than information that is presented verbally.
Visual images help students to understand information as they
provide a source that can be referred to as often as the student needs to.
Visuals are mainly used to:
The main use for visuals
- Improve Communication
- Provide Information
- Support Routines
- Tech Skills
- Prevent Problems
- Intervene when there is a problem
In order for visual aids to successfully help a
student to learn, they must match the student’s level of comprehension. Some students require very basic, concrete visual objects while others understand and respond to more abstract symbols or written language.
Hierarchy of Visual Supports
Visual supports can include...
- visual schedules
- checklists
- task exemplar sheets
- choice boards
- illustrated task sequences
- printed instructions
- rules or topical/content materials
- tip sheets
- safety signs and messages
- videos
- story illustrations, as well as illustrations based on theme content (e.g., the Pioneer Unit)
Video Modelling:
Passive Modelling:
Students are able to see what is expected in a task by being provided with visual examples and demonstrations of how tasks are performed. Instructional language is reduced as much as possible.
Further to and building on the concept of passive modelling, video modelling provides the students with a video example of how tasks are performed and task sequences. This format allows the student to watch the instructional sequence over and over.
Effective Methods of Visual Support
Examples of Visual Supports
Structured Learning Environment
Structured Learning Environment
Students with ASD require a structured learning environment to know what is expected of them in specific situations, to assist them in anticipating what comes next, and to learn and generalize a variety of skills. Rules and expectations should be clear and consistent and include specific information regarding the expectations for appropriate behaviour.
Strategies
What if a daily routine changes?
- advance warnings and concrete visual information can help them to become more flexible and adaptable to change.
- Recording changes in the student’s visual schedule and providing opportunities for the student to rehearse and review upcoming changes have been found to be effective in preparing students with ASD for changes to the learning environment and routines.
Assistive Technology
Technology can be used by students to provide alternative methods to access information, demonstrate and reinforce learning, and interact with others. It can also be used by adults as a tool to support the teaching and learning process.
Uses of technology with students with ASD
Written Output
a,
Academic concept development
Uses of technology with students with ASD
b,
A research study investigating the use of assistive technology with students with ASD in British Columbia (Randle, 2005) used a survey to identify a wide variety of uses of technology that include supporting the following:
Motivation
c,
Communication
d,
Development of social skills
e,
Sensory Considerations
Sensory Considerations
Students with ASD vary in their sensitivity and tolerance to sensory stimulation in the environment. It is important to be aware of the sensory preferences or sensitivities of a student and to determine possible elements in the environment that might have an impact on a student’s learning and level of anxiety.
Proactive strategies to manage sensory issues include:
Proactive strategies to manage sensory issues
• providing predictable, scheduled breaks for sensory input;
• providing a variety of sensory materials and/or equipment that will mitigate a student’s particular sensory needs;
• using engagement in sensory activities as reinforcement for task completion and other classroom requirements or expectations;
• performing environmental scans across all environments in a school that the student may access in order to determine possible sensory irritants and make adjustments accommodations as appropriate.
Understanding sensory behaviours & Intervention strategies
Applied Behaviour Analysis (ABA)
Applied Behaviour Analysis (ABA)
ABA is an effective approach to understanding and
changing behaviour, and teaching new skills.
How It Works
How It Works
In this approach, the behaviour(s) to be changed are clearly defined and recorded, and the antecedents and reinforcers that might be maintaining an undesirable behaviour, or that could be used to help develop alternative or new behaviours, are analysed. Interventions based on principles of learning and behaviour are then designed and implemented to develop appropriate behaviours. Progress is assessed and the program is altered if necessary
When To Use ABA Methods
When To Use ABA Methods
- increase positive behaviours;
- teach new skills;
- maintain behaviours;
- generalize or transfer behaviour from one situation to another;
- restrict or narrow conditions under which interfering behaviour occurs.
Policy/Program Memorandum No. 140 (PPM 140)
Policy/Program Memorandum No. 140
The purpose of this memorandum is to provide direction to school boards to support their use of applied behaviour analysis (ABA) as an effective instructional approach in the education of many students with autism spectrum disorders (ASD)
Requirements
Requirements
2. School board staff must plan for the transition between various activities and settings involving students with ASD
1. School boards must offer students with ASD special education programs and services, including, where appropriate, special education programs using ABA methods