Autism Instructional Strategies
Autism Teaching Strategies
Joel Shaul specializes in mental health services for children and teens at the autism spectrum. Autism Teaching Strategies offers social skills activities, social skills games, speech and language activities, and social skills worksheets for teaching children with autism. In his work with children on the autism spectrum in various settings, Joel has noticed a need for more engaging social skills curricula, stronger visual components and more compelling social skills learning activities. Through Autism Teaching Strategies, Joel provides trainings nationwide on the topics of social skills teaching and effective counseling for children with high functioning autism. Joel provides individual and group services, in schools and clinical settings, at The Watson Institute in Sewickley, Pa.


TARGET: Texas Autism Resource Guide for Effective Teaching
The Texas Autism Resource Guide for Effective Teaching is designed to assist schools in developing practices from initial referral to program development and implementation with a strong emphasis on research-based and peer-reviewed strategies. The TARGET manual is divided into four sections: Introduction, Evaluation, Interventions and Glossary. Information is presented in alphabetical order; item order reflects no endorsement or mandate. Further, decisions about which assessments and interventions to use are left to qualified individuals or committees charged with reviewing and creating programs for students with Autism Spectrum Disorders.

Interventions: http://www.txautism.net/manual.html#interventions

Picture Exchange Communication System (PECS)
The Picture Exchange Communication System (PECS) is an augmentative, alternative training program that offers individuals with autism or other communication deficits an opportunity to initiate and sustain communication. This system was developed to assist individuals in their understanding of the function of communication as an exchange of intent. Lori Frost, MS, CCC/LSP and Dr. Andrew Bondy are coauthors of the PECS Manual and a Picture’s Worth that provide all the necessary information to implement PECS effectively.

http://www.pecs.com for additional information

Treatment and Education of Autistic and Related Communication Handicapped Children (T.E.A.C.C.H.)
Founder Eric Schopler developed the T.E.A.C.C.H. approach in 1974, at the University of North Carolina at Chapel Hill. T.E.A.C.C.H. takes into account all aspects of the individual’s life. “The major priorities include centering on the individual (skills, interests and needs), understanding autism, adopting appropriate adaptations, and a broadly-based intervention strategy building on existing skills and interests.” T.E.A.C.C.H. emphasizes individual assessment to better understand the individual and plan educational programs that best meet their needs. Structured teaching employs strategies to: organize the physical environment, develop schedules and work systems, make expectations clear and explicit, and the use of visual strategies, all of which have been effective techniques for teaching independence and academic skills. Structured Teaching has been successful in developing lifelong skills and an increased level of independence in individuals with Autism Spectrum Disorders.

http://www.TEACCH.com for additional information

The Developmental, Individual-Difference Relationship-Based (DIR) Model or Floortime
The Floortime model of intervention was developed Dr. Stanley Greenspan, The University of George Washington Medical School, to address developmental challenges involving compromises to a child’s ability to relate, communicate, and think. Floortime as a philosophy addresses the relationship between adults and children as “one of respect that develops healthy emotional, social and intellectual growth.” This approach believes in meeting each child at his/her developmental level. It builds on the child's strengths and following the child's lead and interests in interaction and play. The goal is to capture his/her motivation while enticing the desire to interact and learn from his/her partner. Once this is accomplished, it is the role of the adult to entice the child into more complex interactions to assist the child’s movement up the developmental ladder.

http://www.stanleygreenspan.com for additional information

Visual Strategies
Linda Hodgdon states in her book Visual Strategies for Improving Communication (1995), that 75 percent to 85 percent of students with autism are visual learners. Visual strategies are instructional techniques or tools that provide a visual representation of information being delivered to the learner. These tools are designed to enhance the student’s understanding and increase his/her participation in the learning process. Visual strategies can take on, but not be limited to: daily schedules, work systems, communication systems, furniture and material arrangement, signs and labels, written messages, choice boards, and written directions.

http://www.usevisualstrategies.com for additional information
Contact:
Janet Enriquez
Educational Specialist
(210) 370-5381
Contact Janet Enriquez