Educational Strategies for Children with Autism Spectrum Disorders By: Demetria Ennis-Cole, Ph.D

Educational Strategies for Educational Strategies for Children with Autism Children with Autism Spectrum Disorders Spectrum Disorders

By: Demetria Ennis-Cole, Ph.D.By: Demetria Ennis-Cole, Ph.D.

Fostering Social RelationshipsFostering Social Relationships““Without friends no one would choose to live, though he Without friends no one would choose to live, though he

had all other goods.” Aristotlehad all other goods.” Aristotle

Video ModelingVideo Modeling

Role-Playing Role-Playing

Rewarding appropriate social behaviorsRewarding appropriate social behaviors

Regular Play dates with same-aged peers Regular Play dates with same-aged peers and participation in social skills groupsand participation in social skills groups

Interpersonal SkillsInterpersonal Skills

““Friendship is the only cement that will ever hold the Friendship is the only cement that will ever hold the world together.” Woodrow Wilsonworld together.” Woodrow Wilson

Increase verbal communication (jokes, Increase verbal communication (jokes, riddles, short stories)riddles, short stories)

Maintain eye contact with othersMaintain eye contact with others

Reward communication attemptsReward communication attempts

Engage the student in direct Engage the student in direct communicationcommunication

Reading ProficiencyReading Proficiency

““The ability to read awoke inside me some long dormant The ability to read awoke inside me some long dormant craving to be mentally alive.” Malcolm Xcraving to be mentally alive.” Malcolm X

1.1. Read aloudRead aloud2.2. Materials that are understandable and challengingMaterials that are understandable and challenging3.3. Reduce the amount of text to reduce student Reduce the amount of text to reduce student

overloadoverload

4.4. Combine text with visual explanationsCombine text with visual explanations5.5. Audio BooksAudio Books6.6. Tutoring Tutoring 7.7. Pre-reading activities Pre-reading activities



1.1. Teach comprehension strategies – main idea, Teach comprehension strategies – main idea, identifying cause & effectidentifying cause & effect

2.2. Reading programs – English in a Flash, Reading programs – English in a Flash, Accelerated Reader Accelerated Reader

3.3. Give the student choices in the selection of Give the student choices in the selection of materialmaterial


1.1. Focus on vocabulary development through movies, Focus on vocabulary development through movies, TV programs and interactive gamesTV programs and interactive games

2.2. Assess reading demands and make adjustments Assess reading demands and make adjustments based on ability and visual acuitybased on ability and visual acuity

3.3. Provide one-on-one assistance, and limit the Provide one-on-one assistance, and limit the number of items on a pagenumber of items on a page

4.4. Tape recordings or e-books may be helpfulTape recordings or e-books may be helpful


Tips for Studying Tips for Studying

1.1. Minimize distractions, and provide supervision Minimize distractions, and provide supervision for study and homework periodsfor study and homework periods

2.2. Place desk facing a wall, near a teacher, or in a Place desk facing a wall, near a teacher, or in a minimal traffic areaminimal traffic area

3.3. Mix a variety of high and low-interest tasksMix a variety of high and low-interest tasks

4.4. To maintain attention use novel and non-To maintain attention use novel and non-repetitive tasks repetitive tasks

Chinese Proverb: “ Those who do not study are only cattle dressed up in men’s clothes.”


1.1. Divide longer tasks into smaller partsDivide longer tasks into smaller parts

2.2. Use reminder cards for class rulesUse reminder cards for class rules

3.3. Use an unobtrusive and non-punitive signal to Use an unobtrusive and non-punitive signal to bring the student back to the task at handbring the student back to the task at hand

4.4. Repeat and simplify directions and use Repeat and simplify directions and use errorless teaching where possibleerrorless teaching where possible



1.1. Create a well-structured learning environmentCreate a well-structured learning environment

2.2. Have consistently implemented rules and Have consistently implemented rules and schedulesschedules

3.3. Have consistently arranged physical spaces and Have consistently arranged physical spaces and consistently deal with behaviorsconsistently deal with behaviors

4.4. Have frequent breaksHave frequent breaks


Expressive and Receptive LanguageExpressive and Receptive Language

““Language is the dress of thought.” Samuel JohnsonLanguage is the dress of thought.” Samuel Johnson

Use concise verbal directionsUse concise verbal directions

Use visual queues for clarificationUse visual queues for clarification

Label objects, feelings, conceptsLabel objects, feelings, concepts

Expressive and Receptive LanguageExpressive and Receptive Language

““Language is the dress of thought.” Samuel JohnsonLanguage is the dress of thought.” Samuel Johnson

Engage in story time activities where the student listens to a Engage in story time activities where the student listens to a story; retell the story, and have the student identify changesstory; retell the story, and have the student identify changes

Have students tell stories and participate in reenactments by Have students tell stories and participate in reenactments by modeling and video-taping or using puppetsmodeling and video-taping or using puppets

Explain unfamiliar terms and phrases and point out unfamiliar Explain unfamiliar terms and phrases and point out unfamiliar objectsobjects

Ask the student questions and allow them to ask questionsAsk the student questions and allow them to ask questions

Independence & Self-DirectionIndependence & Self-Direction

““The greatest gifts you can give your children are the roots of The greatest gifts you can give your children are the roots of responsibility and the wings of independence.” Denis Waitleyresponsibility and the wings of independence.” Denis Waitley

Encourage problem-solving after providing a structured Encourage problem-solving after providing a structured approachapproach

Allow the student to model your problem-solving activitiesAllow the student to model your problem-solving activities

Rehearse solution possibilities with the studentRehearse solution possibilities with the student

Use concrete examples of problems and solutionsUse concrete examples of problems and solutions


““The greatest gifts you can give your children are the roots of The greatest gifts you can give your children are the roots of responsibility and the wings of independence.” Denis Waitleyresponsibility and the wings of independence.” Denis Waitley

Create an incentive system of rewards using tickets or tokensCreate an incentive system of rewards using tickets or tokens

Try an contract approach for accomplishing non-preferred tasksTry an contract approach for accomplishing non-preferred tasks

Monitor and report student progressMonitor and report student progress

Set realistic goals and reward structuresSet realistic goals and reward structures


““The greatest gifts you can give your children are the The greatest gifts you can give your children are the roots of responsibility and the wings of independence.” roots of responsibility and the wings of independence.”

Denis WaitleyDenis Waitley

Allow the student to identify incentives or reinforcers Allow the student to identify incentives or reinforcers

Work with the student to develop problem-solving Work with the student to develop problem-solving approaches and step-by-step methodsapproaches and step-by-step methods

Identify pros and cons of situationsIdentify pros and cons of situations

Modified from Notbohm & Zysk Modified from Notbohm & Zysk 2004 2004

1001 Great Ideas for Teaching and Raising children with 1001 Great Ideas for Teaching and Raising children with ASDsASDs

Fluency/Precision Teaching – takes existing skills and Fluency/Precision Teaching – takes existing skills and increases the accuracy and speed of performance to increases the accuracy and speed of performance to

develop competencedevelop competence

Use a serif font (Use a serif font (Times New RomansTimes New Romans) over a sans serif font ) over a sans serif font ((ArialArial))



Use a home-to-school Communication notebook – simple Use a home-to-school Communication notebook – simple ½ a page (School - date, how the child was feeling, ½ a page (School - date, how the child was feeling, activities, subject areas covered, things to work on, activities, subject areas covered, things to work on,

special notes or questions)special notes or questions)

Use the child’s interests to introduce new contentUse the child’s interests to introduce new content

Use the concepts of the learning triangle: Use the concepts of the learning triangle: http://www.cmu.edu/cyert-center/

http://www.cmu.edu/cyert-center/



Create natural manipulatives: seed pods, pebblesCreate natural manipulatives: seed pods, pebbles

Have non-toxic plants and abandoned bird nests in the Have non-toxic plants and abandoned bird nests in the classroomclassroom

Replace fluorescent lighting with natural lightReplace fluorescent lighting with natural light

Frame children’s artwork and use in classFrame children’s artwork and use in class

Reduce clutter Reduce clutter



Use First-then rather than If-Then Constructs for an Use First-then rather than If-Then Constructs for an introduction to sequencing and logical appealintroduction to sequencing and logical appeal

Use time timers to introduce the concept of time Use time timers to introduce the concept of time http://www.timetimer.com/

Provide frequent choices as this increases a measure of Provide frequent choices as this increases a measure of control and reduces negative behaviors - be truthful control and reduces negative behaviors - be truthful

when you can’t offer a choicewhen you can’t offer a choice

http://www.timetimer.com/

SummarySummary

Try a variety of approaches when you are working Try a variety of approaches when you are working with children in the Autism Spectrum. Be with children in the Autism Spectrum. Be

careful not to overload them, make sure you careful not to overload them, make sure you establish rapport before you make demands, establish rapport before you make demands,

allow them to take frequent breaks, be allow them to take frequent breaks, be sensitive to their sensory issues, be patient, sensitive to their sensory issues, be patient,

and reward their efforts. and reward their efforts.

3:52

http://www.youtube.com/watch?v=iBOmnZQl3TM

Documents

Educational Strategies for Children with Autism Spectrum Disorders By: Demetria Ennis-Cole, Ph.D