Communication/ Social Communication/ Literacy
Students with ASD have difficulty understanding and using language. Their language challenges underlie many of their difficulties with academic content, skills, and socialization.
Intervention and Instructional Strategies May Include:
Understanding figurative language.
Assist students in managing challenging behaviors
Pre-teach new concepts
Pairing verbal instructions with visual cues
Identify verbally and visually when transitions will occur
Develop a functional communication system.
Provide communication supports that facilitate students independence in initiating conversations to solicit help or clarification.
Adaptations for curriculum/ materials
Picture EXchange Communication System
SRA
Social
Many students with ASD expericence social difficulties because they fail to understand the non-verbal aspects of communication and social reciprocity. Their heavy reliance on routines assists them with organizing and understanding the social world. This makes them inflexible to anticipate and adapt to changes in their social milieu.
Strategies for Improving Socialization Skills May Include:
Teaching Emotions/ Feelings
Teaching students pro- social behaviors to communicate their needs
Break time and self- calming strategies
Rehearse skills needed for appropriate social interactions, large group, individual, or small group
Pre- teach skills with role- play, peers, or adults prior to having students use their new skills in an unstructured social situation, like the cafeteria or recess.
Schedule frequent daily review of social stories
Practice transition procedures between preferred topics or activities to non- preferred activities
Assist peers with understanding their unique strengths and challenges and those of the students with ASD
Support engagement with visual cues
Visual and Environmental Support
Visual reminders help to remove questions for students and supports students' need for additional time to process information in order to understand the task demands or instructional concepts. Visual supports increase their academic and social independence because they can frequently self- check and verify expectations rather than rely on adult or peer assistance.
Social Stories
Board Maker
Visual Schedules
Classroom Schedules
Student Schedules
Task List
Picture Exchange Communication System (PECS)
Reminders and Guidelines
Environmental Structures
Break Area
Sensory Area
Structured Learning Center
Independent
Small Group
Large Group
Sensory and Behavioral Supports
The brain processes information provided by the sensory systems: touch, knesthetic, spatial awareness, sight, sound, smell, and the pull of gravity. Sensory integration refers to the matter in which the brain processes, organizes, and interprets information coming fromt he sensory system. Processing sensory information provides a critical foundation for later, more complex learning and behavior.
Strategies for Accommodating Difficulties with Sensory Integration and Regulation may include:
Structured Classroom
Movement Breaks
Assistive Technology
Sensory Processing Strategies
Some students with ASD display behavior challenge which can result from frustration and anxiety due to difficulties with communication, sensory regulation, and/or social interactions. Analyzing what happened before difficult behaviors and the consequences that reinforce it provides essential information for designing appropirate interventions strategies. Through a Functional Behavioral Assessment, Behavior Intervention Plan, and working with families, the IEP team members will dentify appropriate interventions.
Strategies for Minimizing Behavior Difficulties Related to:
Ritualistic Behaviors
Control
Repetitive Behaviors
Challenging Behaviors
Inappropriate Social Interactions
Restricted Interests/ Inflexibility
Students with ASD have difficulty understanding and using language. Their language challenges underlie many of their difficulties with academic content, skills, and socialization.
Intervention and Instructional Strategies May Include:
Understanding figurative language.
Assist students in managing challenging behaviors
Pre-teach new concepts
Pairing verbal instructions with visual cues
Identify verbally and visually when transitions will occur
Develop a functional communication system.
Provide communication supports that facilitate students independence in initiating conversations to solicit help or clarification.
Adaptations for curriculum/ materials
Picture EXchange Communication System
SRA
Social
Many students with ASD expericence social difficulties because they fail to understand the non-verbal aspects of communication and social reciprocity. Their heavy reliance on routines assists them with organizing and understanding the social world. This makes them inflexible to anticipate and adapt to changes in their social milieu.
Strategies for Improving Socialization Skills May Include:
Teaching Emotions/ Feelings
Teaching students pro- social behaviors to communicate their needs
Break time and self- calming strategies
Rehearse skills needed for appropriate social interactions, large group, individual, or small group
Pre- teach skills with role- play, peers, or adults prior to having students use their new skills in an unstructured social situation, like the cafeteria or recess.
Schedule frequent daily review of social stories
Practice transition procedures between preferred topics or activities to non- preferred activities
Assist peers with understanding their unique strengths and challenges and those of the students with ASD
Support engagement with visual cues
Visual and Environmental Support
Visual reminders help to remove questions for students and supports students' need for additional time to process information in order to understand the task demands or instructional concepts. Visual supports increase their academic and social independence because they can frequently self- check and verify expectations rather than rely on adult or peer assistance.
Social Stories
Board Maker
Visual Schedules
Classroom Schedules
Student Schedules
Task List
Picture Exchange Communication System (PECS)
Reminders and Guidelines
Environmental Structures
Break Area
Sensory Area
Structured Learning Center
Independent
Small Group
Large Group
Sensory and Behavioral Supports
The brain processes information provided by the sensory systems: touch, knesthetic, spatial awareness, sight, sound, smell, and the pull of gravity. Sensory integration refers to the matter in which the brain processes, organizes, and interprets information coming fromt he sensory system. Processing sensory information provides a critical foundation for later, more complex learning and behavior.
Strategies for Accommodating Difficulties with Sensory Integration and Regulation may include:
Structured Classroom
Movement Breaks
Assistive Technology
Sensory Processing Strategies
Some students with ASD display behavior challenge which can result from frustration and anxiety due to difficulties with communication, sensory regulation, and/or social interactions. Analyzing what happened before difficult behaviors and the consequences that reinforce it provides essential information for designing appropirate interventions strategies. Through a Functional Behavioral Assessment, Behavior Intervention Plan, and working with families, the IEP team members will dentify appropriate interventions.
Strategies for Minimizing Behavior Difficulties Related to:
Ritualistic Behaviors
Control
Repetitive Behaviors
Challenging Behaviors
Inappropriate Social Interactions
Restricted Interests/ Inflexibility