Skip Navigation
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: TARGET Manual

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

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

ABA in the School Setting

Interventions based on the principles of applied behavior analysis (ABA) have long been touted as effective for children with autism. Students who demonstrate the maximum benefit are those who receive early and intensive intervention (25-40 hours of ABA per week). With service recommendations as dense as this, it is necessary for the therapy to be integrated into all faucets of life, including community and school-based settings.

https://www.relias.com/resource/aba-in-schools


Top 10 Things Teachers Should Try

Behavior management in the classroom is a skill that takes years to develop. Learn from Dr. Amanda Kelly, PhD, BCBA-D, aka Behavior Babe, as she presents lessons learned from years in the field of behavior management. Participants will get 10 useful tips that they can apply right away to their educational settings.

https://www.relias.com/resource/teaching-behavior-management-classroom-tips


Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder:

The increased prevalence of ASD has intensified the demand for effective educational and therapeutic services, and intervention science is now providing evidence about which practices are effective. Please visit the document below for detailed information on evidence-based practices for students with ASD.

http://cidd.unc.edu/Registry/Research/Docs/31.pdf

ESC, Region 20 Evidence Based Practices Cohort. Click for more information...

To participate in our ESC, Region 20 Evidence Based Practices Cohort please contact:

Janet Enriquez or Emily Morlandt

Contact:
Janet Enriquez
Educational Specialist
(210) 370-5381

Copyright © 1985 - 2017. All rights reserved.

powered by ezTaskTitanium TM