Teaching Students with Autism-Step by Step

Teaching Students with Teaching Students with Autism-Step by StepAutism-Step by Step

Step I-learn as much Step I-learn as much about the students about the students as possible before as possible before

school beginsschool begins

Teaching Students with Autism-Teaching Students with Autism-Step by StepStep by Step

--classificationclassification-health alerts-health alerts-modifications-modifications


-skill strengths and -skill strengths and weaknessesweaknesses

-learning style-learning stylePrior educational Prior educational settingssettings


-related services-related services-assistive -assistive technologytechnology

-ability levels-ability levels

Step II-Working with ParentsStep II-Working with Parents

send a letter home send a letter home introducing yourself-introducing yourself-may want to include may want to include the brochure-see the brochure-see exampleexample


-meet with -meet with parents parents individually or in individually or in groupgroup


-discuss parent’s -discuss parent’s role and role and responsibilitiesresponsibilities


-discuss the -discuss the parent’s parent’s expectationsexpectations


-discuss symptoms -discuss symptoms versus problems versus problems and educate the and educate the parent on how to parent on how to identify potential identify potential problemsproblems


-discuss parent’s -discuss parent’s involvement with involvement with homework and homework and rules to follow to rules to follow to avoid frustrationavoid frustration

Step III-Working with Related Step III-Working with Related Service ProvidersService Providers

-Send out letters to -Send out letters to the related service the related service providers for each providers for each child introducing child introducing yourself and asking yourself and asking for a time to get for a time to get together-see exampletogether-see example


-Discuss -Discuss schedules, goals, schedules, goals, expectationsexpectations


-discuss that you -discuss that you will be the case will be the case manager for the manager for the IEPIEP

Step IV-Other Teachers Involved Step IV-Other Teachers Involved with your Students with your Students

-Send out a letter to -Send out a letter to each teacher each teacher introducing yourself-introducing yourself-offer some offer some background if you are background if you are new-see examplenew-see example

Step IV-Other Teachers Involved Step IV-Other Teachers Involved with your Studentswith your Students

-Follow up the -Follow up the letter with a letter with a personal meetingpersonal meeting


-talk about roles--talk about roles-define define responsibilities andresponsibilities and

discuss schedulingdiscuss scheduling


-discuss modifications -discuss modifications for students and for students and leave teacher with a leave teacher with a written statement of written statement of these modificationsthese modifications


-discuss curriculum -discuss curriculum concerns and concerns and adapting adapting curriculum-your curriculum-your rolerole

Step V-Setting up your RoomStep V-Setting up your Room

--Different classroom modelsDifferent classroom models Learning center oriented Learning center oriented

modelmodel Teacher center modelTeacher center model Small group instructionSmall group instruction Individual instructionIndividual instruction

Curriculum-Instructional Curriculum-Instructional Program Program

A-AttendingA-Attending Sitting in a chair, making Sitting in a chair, making

eye contact, ...eye contact, ... Attending skills are often Attending skills are often

the starting point to an the starting point to an educational program for a educational program for a child with autism.child with autism.

Curriculum-Instructional Curriculum-Instructional ProgramProgram

Instructional Area IInstructional Area IReadying Self for Table WorkReadying Self for Table Work

Sitting in a chair when Sitting in a chair when requested requested

Sitting at the table when Sitting at the table when requestedrequested


Instructional Area IIInstructional Area IIReadying Self for InstructionReadying Self for Instruction

Making eye contact in response Making eye contact in response to name to name

Making eye contact in response Making eye contact in response to "Look at me" at the table to "Look at me" at the table

Placing hands in lap when Placing hands in lap when requestedrequested


Making eye contact in Making eye contact in response to name from a response to name from a distance distance

Making eye contact in Making eye contact in response to "Look at me" response to "Look at me" from a distance from a distance


Making eye contact in Making eye contact in response to name during a response to name during a teaching activity teaching activity

Making eye contact in Making eye contact in response to name during response to name during free play free play


Saying, "What?" in Saying, "What?" in response to name response to name

Making eye contact during Making eye contact during group instruction group instruction


Instructional Area IIIInstructional Area IIIAttending Jointly with AnotherAttending Jointly with Another

Attending to a nearby Attending to a nearby object/event jointly with an adult object/event jointly with an adult

Attending to a distant Attending to a distant object/event jointly with an adultobject/event jointly with an adult


Attending to a nearby Attending to a nearby object/event jointly with a object/event jointly with a peer peer

Attending to a distant Attending to a distant object/event jointly with a object/event jointly with a peer peer


B-ImitationB-Imitation

Gross motor imitation, fine motor Gross motor imitation, fine motor imitation, oral motor imitation, imitation, oral motor imitation, imitating blocks, copying drawings,imitating blocks, copying drawings,


Much of the typical learning that Much of the typical learning that children do is based on their children do is based on their imitating the actions and words of imitating the actions and words of the people around them. Teaching the people around them. Teaching imitation to a child who may not do it imitation to a child who may not do it as naturally, then, is a very as naturally, then, is a very important step in laying the important step in laying the groundwork for future learning.groundwork for future learning.


Instructional Area IInstructional Area IImitating Motor ActionsImitating Motor Actions

Imitating gross motor actions Imitating gross motor actions Imitating fine motor actions Imitating fine motor actions Imitating with objects Imitating with objects


Instructional Area IIInstructional Area IIImitating VocalizationsImitating Vocalizations

Imitating sounds Imitating sounds Imitating words Imitating words Imitating phrasesImitating phrases


Instructional Area IIIInstructional Area IIIComplex ImitationComplex Imitation Imitating sequenced actions Imitating sequenced actions Imitating block constructions Imitating block constructions Imitating drawn lines, curves, Imitating drawn lines, curves,

and simple polygons and simple polygons Imitating simple drawingsImitating simple drawings


C-Receptive, Expressive C-Receptive, Expressive and Abstract languageand Abstract language

Following directions, making Following directions, making requests, asking and requests, asking and answering questions, answering questions,

labeling, conversation, ...labeling, conversation, ...


Language (be it spoken, Language (be it spoken, sign, or picture/symbol-sign, or picture/symbol-based) instruction is often based) instruction is often the largest, and most the largest, and most important, portion of a important, portion of a program for a child with program for a child with autismautism


Instructional Area IInstructional Area IImitating VocalizationsImitating Vocalizations "Echoics" or verbal behavior that "Echoics" or verbal behavior that

mimics a given model of verbal mimics a given model of verbal behavior.behavior.

Imitating sounds Imitating sounds Imitating words Imitating words Imitating phrases Imitating phrases


Instructional Area IIInstructional Area IIFollowing DirectionsFollowing DirectionsTypically non-verbal behavior in Typically non-verbal behavior in

response to spoken words.response to spoken words. Following one-step directions Following one-step directions Following directions involving Following directions involving

possession possession Following two-step directions Following two-step directions


Following directions involving Following directions involving objects not in immediate view objects not in immediate view

Following directions involving Following directions involving delayed action delayed action

Following directions as part of a Following directions as part of a group group

Following illustrated directions Following illustrated directions Following written directionsFollowing written directions


Instructional Area IIIInstructional Area IIIMaking RequestsMaking Requests"Manding" or verbal behavior used "Manding" or verbal behavior used

to fulfill an internal need.to fulfill an internal need. Pointing to desired items that Pointing to desired items that

are in view are in view Pointing to the location desired Pointing to the location desired

items that are out of viewitems that are out of view


Requesting preferred items Requesting preferred items that are out of view that are out of view

Asking for help Asking for help Asking to use the bathroom Asking to use the bathroom Asking for information Asking for information


Instructional Area IVInstructional Area IVLabelingLabeling "Tacting" or verbal behavior "Tacting" or verbal behavior

that puts a name to stimuli in that puts a name to stimuli in the environment.the environment.


Labeling general nouns (objects, Labeling general nouns (objects, people, places) people, places)

Labeling verbs (actions) Labeling verbs (actions) Labeling environmental sounds Labeling environmental sounds Labeling emotions Labeling emotions Labeling colors Labeling colors Labeling numbers Labeling numbers Labeling letters Labeling letters


Labeling professions Labeling professions Labeling possession Labeling possession Using the carrier phrase, "I see a ..." Using the carrier phrase, "I see a ..." Using the carrier phrase, "I have a ..." Using the carrier phrase, "I have a ..." Using the carrier phrase, "I hear a ..." Using the carrier phrase, "I hear a ..." Using the carrier phrase, "I feel a ..." Using the carrier phrase, "I feel a ..."


Instructional Area V-Instructional Area V-ConversationConversation"Intraverbals" or verbal "Intraverbals" or verbal behavior as a response to behavior as a response to spoken wordsspoken words


Completing word associations Completing word associations •Animal noises Animal noises •Associated objects Associated objects •Completing songs and Completing songs and nursery rhymes nursery rhymes

Answering WH-questions Answering WH-questions •WhatWhat


Answering social questions Answering social questions •Questions about personal Questions about personal

information information •Questions about family Questions about family •Questions about school Questions about school •Questions about preferences Questions about preferences •Questions about emotions Questions about emotions


D-Pre-academicsD-Pre-academics Matching, sorting, sequencing, Matching, sorting, sequencing,

numbers, letters, reading, numbers, letters, reading, counting, ...counting, ...

Ahh, the stuff of school. Included here Ahh, the stuff of school. Included here are those skills that can help build are those skills that can help build readiness for school, as well as some readiness for school, as well as some skills that your kids might typcially be skills that your kids might typcially be working on during their first few working on during their first few years in school.years in school.


Instructional Area I-MatchingInstructional Area I-Matching Matching identical objects Matching identical objects Matching objects to identical pictures Matching objects to identical pictures Matching identical pictures Matching identical pictures Matching non-identical objects Matching non-identical objects Matching number to quantity Matching number to quantity Matching uppercase and lowercase Matching uppercase and lowercase

lettersletters


Instructional Area II-SortingInstructional Area II-Sorting Sorting by color Sorting by color Sorting by size Sorting by size

• Big/large and little/small Big/large and little/small • Big/large, medium, and little/small Big/large, medium, and little/small

Sorting by shape Sorting by shape Sorting by texture Sorting by texture Sorting by two attributes Sorting by two attributes Sorting by common function Sorting by common function Sorting by common feature Sorting by common feature


Instructional Area III-SequencingInstructional Area III-Sequencing Sequencing by size Sequencing by size Sequencing numbers Sequencing numbers Sequencing the alphabet Sequencing the alphabet Logical Sequences Logical Sequences Sequencing a storySequencing a story


E-AcademicsE-AcademicsHigher level functional academicsHigher level functional academics

Instructional Area I-AlphabetInstructional Area I-Alphabet Identifying uppercase letters in a Identifying uppercase letters in a

single typeface single typeface Identifying lowercase letters in a Identifying lowercase letters in a

single typeface single typeface Identifying letters in multiple Identifying letters in multiple

typefacestypefaces


Instructional Area II-NumbersInstructional Area II-Numbers Identifying numbers in a single Identifying numbers in a single

typeface typeface Identifying numbers in multiple Identifying numbers in multiple

typefaces typefaces Matching numbers of varying Matching numbers of varying

typefaces typefaces Sequencing numbersSequencing numbers


Instructional Area III-Counting and Instructional Area III-Counting and QuantityQuantity

Counting on fingers Counting on fingers Matching numerals with quantities Matching numerals with quantities Giving a requested quantity Giving a requested quantity Quantitative vocabulary Quantitative vocabulary

• More More • Less Less • All All • Some Some • None None • Most Most • Least Least


Instructional Area IV-MathematicsInstructional Area IV-Mathematics• Big / Small Big / Small • Tall / Short Tall / Short • Full / Empty Full / Empty

Relative comparisons Relative comparisons • More / Less More / Less • Bigger / Smaller Bigger / Smaller • Taller / Shorter Taller / Shorter • Fuller / Emptier Fuller / Emptier

Addition Addition SubtractionSubtraction


Insructional Area V-ReadingInsructional Area V-Reading Letter sounds Letter sounds Teaching sight words Teaching sight words Words that should be taught by sight Words that should be taught by sight Suggested literature Suggested literature

Structured TeachingStructured Teaching

Autistic students Autistic students respond well to respond well to

structure.structure.


A teacher must A teacher must structure the structure the

classroom in order classroom in order to effectively teach to effectively teach autistic students. autistic students.


Definition: Physical Definition: Physical structure refers to structure refers to the way in which we the way in which we set up and organize set up and organize the person's physical the person's physical environmentenvironment

Structured TeachingStructured Teaching It emphasizes where/how we It emphasizes where/how we

place the furniture and place the furniture and materials in the various materials in the various environments including environments including classrooms, playground, classrooms, playground, workshop/work area, workshop/work area, bedroom, hallways, bedroom, hallways, locker/cubby areas, etc.locker/cubby areas, etc.


Close attention to Close attention to physical structure is physical structure is

essential for a essential for a number of reasons:number of reasons:


Physical structure Physical structure provides environmental provides environmental organization for people organization for people

with autism.with autism.


Clear physical and visual Clear physical and visual boundaries help the boundaries help the person to understand person to understand where each area begins where each area begins and ends.and ends.


The physical structure The physical structure minimizes visual and minimizes visual and auditory distractions.auditory distractions.


The amount of physical The amount of physical structure needed is structure needed is dependent on the level dependent on the level of self-control of self-control demonstrated by the demonstrated by the child, not his cognitive child, not his cognitive functioning level.functioning level.


As students learn to As students learn to function more function more independently, the independently, the physical structure can physical structure can be gradually lessenedbe gradually lessened


Physical structure Physical structure consists of a number of consists of a number of components:components:


Location:Location: Physical structure Physical structure should be considered in any should be considered in any environment in which the person environment in which the person with autism interacts, including with autism interacts, including classrooms, playground, classrooms, playground, workshop/work area, bedroom, workshop/work area, bedroom, hallways, locker/cubby areas, hallways, locker/cubby areas, etc.etc.


Design/Layout.Design/Layout. • "Design / Layout“ Clear "Design / Layout“ Clear visual and physical visual and physical boundaries:boundaries:


Each area of the classroom (or Each area of the classroom (or environment) should be environment) should be clearly, visually defined clearly, visually defined through the arrangement of through the arrangement of furniture (e.g., bookcases, furniture (e.g., bookcases, room, dividers, office panels, room, dividers, office panels, shelving units, file cabinets, shelving units, file cabinets, tables, rugs, etc.)tables, rugs, etc.)


and use of boundary and use of boundary markers, such as markers, such as carpet squares or carpet squares or colored floor tape.colored floor tape.


Children with autism typically Children with autism typically do not automatically do not automatically segment their environments segment their environments like typically developing like typically developing children. Large, wide-open children. Large, wide-open areas can be extremely areas can be extremely difficult for children with difficult for children with autism to understand: autism to understand:


What What is to occur in each area; is to occur in each area; WhereWhere each area begins and each area begins and ends, and ends, and How How to get to a specific area to get to a specific area by the most direct route.by the most direct route.


By strategically placing By strategically placing furniture to clearly furniture to clearly visually define specific visually define specific areas, it will decrease the areas, it will decrease the child's tendency to child's tendency to randomly wander/run from randomly wander/run from area to area.area to area.

Structured TeachingStructured TeachingExample:Example: During group story time, a During group story time, a

carpet square or taped-off square carpet square or taped-off square can provide the child with autism can provide the child with autism clear visual cues as to the physical clear visual cues as to the physical boundaries of that activity. Floor tape boundaries of that activity. Floor tape can also be used in gym class to can also be used in gym class to indicate to the child with autism the indicate to the child with autism the area in which he should stay to area in which he should stay to perform certain motor skills, like perform certain motor skills, like warm-up exercises. warm-up exercises.


Example: Example: Color coded placements Color coded placements (according to each child's assigned (according to each child's assigned color) can be used for snack or color) can be used for snack or mealtimes. The placements will mealtimes. The placements will visually and physically define each visually and physically define each child's "space" (and food items) on child's "space" (and food items) on the table. the table.


These visual cues will help These visual cues will help children with autism better children with autism better understand their environment, understand their environment, as well as increase their ability as well as increase their ability to become more independent in to become more independent in their environment and less their environment and less reliant on an adult for direction. reliant on an adult for direction.


Minimize visual and Minimize visual and auditory distractions:auditory distractions: Visual distractions can be Visual distractions can be minimized:minimized:


By paintingBy painting the entire the entire environment (walls, environment (walls, ceilings, bulletin boards, ceilings, bulletin boards, etc.) a muted color (e.g., etc.) a muted color (e.g., off-white); off-white);


By limitingBy limiting the amount of the amount of visual visual "clutter""clutter" which is which is typically present in most typically present in most classrooms in the form of art classrooms in the form of art projects, seasonal projects, seasonal decorations and classroom decorations and classroom materials; materials;


By placing sheets/curtainsBy placing sheets/curtains to cover shelves of classroom to cover shelves of classroom materials, as well as other materials, as well as other visually distracting equipment visually distracting equipment (e.g., computer, copy (e.g., computer, copy machine, TV/VCR, etc.);machine, TV/VCR, etc.);


By storingBy storing unnecessary unnecessary equipment/materials in equipment/materials in another area.another area.


Example:Example: In the play area, In the play area, limit the number of limit the number of appropriate toys which the appropriate toys which the children can use and then, on children can use and then, on a weekly basis, rotate in a weekly basis, rotate in "new" toys, while putting "new" toys, while putting away the "old" ones.away the "old" ones.


Through the use of Through the use of natural lighting from natural lighting from windows to reduce windows to reduce visually distracting visually distracting fluorescent lighting;fluorescent lighting;


By By controllingcontrolling the the amount amount of lightof light through the use of through the use of blinds, curtains, or shades, blinds, curtains, or shades, thus creating a warm and thus creating a warm and calm environment;calm environment;


By placing study carrells and By placing study carrells and individual student work individual student work areas, bordered by a wall or areas, bordered by a wall or corner of the classroom, corner of the classroom, away from group work tables away from group work tables can also reduce can also reduce environmental visual environmental visual distractions; distractions;


By carefully By carefully considering where the considering where the child with autism will child with autism will sit in the regular sit in the regular education classroom.education classroom.


Example:Example: Tony, a student with Tony, a student with autism was seated in the autism was seated in the front of the class, facing away front of the class, facing away from the door or windows and from the door or windows and away from shelves with away from shelves with instructional materials in instructional materials in order to minimize visual order to minimize visual distractions.distractions.


Auditory distractionsAuditory distractions can be can be reduced through the use of reduced through the use of carpeting, lowered ceilings, carpeting, lowered ceilings, acoustical tiles, P.A. system turned acoustical tiles, P.A. system turned off (or covered with foam to mute the off (or covered with foam to mute the sound) and headphones for sound) and headphones for appropriate equipment, such as the appropriate equipment, such as the computer or tape players. computer or tape players.


Develop appropriate Develop appropriate instructional, instructional, independent, recreation independent, recreation and leisure areas in and leisure areas in each physically each physically structured environmentstructured environment


In a classroom setting, these In a classroom setting, these areas may include: areas may include: Small group work area;Small group work area;Independent work area;Independent work area;1:1 work area;1:1 work area;Play/recreation/leisure area;Play/recreation/leisure area;Sensory motor area;Sensory motor area;Crash/quiet area.Crash/quiet area.


At At homehome, these areas may , these areas may include: include: An independent work area;An independent work area;Play area;Play area;Crash/quiet area.Crash/quiet area.


Again, these specific areas should Again, these specific areas should have clear visual boundaries to have clear visual boundaries to define each area for the child define each area for the child with autism. It is also important with autism. It is also important to keep in mind the various to keep in mind the various distractions which may be distractions which may be present in each area, and make present in each area, and make accommodations accordingly.accommodations accordingly.


Organization:Organization: A physically A physically structured environment must structured environment must be extremely organized to be extremely organized to effectively implement a effectively implement a structured teaching structured teaching approach.approach.


Adequate storage of Adequate storage of various materials (not in various materials (not in view of the students), view of the students), which can also be easily which can also be easily accessed by the adults in accessed by the adults in the environment, is the environment, is critical.critical.


Example:Example: A sectioned-off storage area A sectioned-off storage area (with high dividing units to keep (with high dividing units to keep materials out of sight of the materials out of sight of the students) students) withinwithin the classroom can the classroom can be very helpful to keep the be very helpful to keep the environment "clutter and distraction-environment "clutter and distraction-free" yet provide easy access to free" yet provide easy access to needed materials. needed materials.


Students with autism can also Students with autism can also be taught to keep the be taught to keep the physical environment physical environment structured and organized structured and organized through the use of pictures, through the use of pictures, color-coding, numbers, color-coding, numbers, symbols, etc.symbols, etc.


Example: Example: In the play In the play area, pictures of the toys area, pictures of the toys can be placed on the can be placed on the shelves to provide shelves to provide structure when putting structure when putting things away.things away.


Structured TeachingStructured Teaching Visual SchedulesVisual Schedules Definition: Definition: A daily A daily visual schedulevisual schedule

is a critical component in a is a critical component in a structured environment. A visual structured environment. A visual schedule will tell the student with schedule will tell the student with autism what activities will occur and autism what activities will occur and in what sequence. in what sequence.

Structured TeachingStructured Teaching Visual schedules are Visual schedules are

important for children with important for children with autism because they: autism because they: •Help address the child's Help address the child's difficulty with sequential difficulty with sequential memory and organization of memory and organization of time. time.


Visual Schedules assist Visual Schedules assist children with language children with language comprehension problems comprehension problems to understand what is to understand what is expected of themexpected of them


Visual Schedules lessen the Visual Schedules lessen the anxiety level of children with anxiety level of children with autism, and thus reduce the autism, and thus reduce the possible occurrence of possible occurrence of challenging behaviors, by challenging behaviors, by providing the structure for the providing the structure for the student to organize and predict student to organize and predict daily and weekly events.daily and weekly events.


Visual Schedules clarify that Visual Schedules clarify that activities happen within a activities happen within a specific time period (e.g., specific time period (e.g., understanding that "break understanding that "break time" is coming, but time" is coming, but afterafter "work time"), and also alert "work time"), and also alert the student to any the student to any changeschanges that might occur. that might occur.


Visual schedules Visual schedules assist the assist the student in student in transitioning transitioning independentlyindependently between between activities and activities and environments by telling environments by telling them where they are to go them where they are to go nextnext


Visual schedules can be Visual schedules can be used in all environments used in all environments (e.g., classroom, gym, (e.g., classroom, gym, Occupational Therapy, Occupational Therapy, Speech/Language Speech/Language Therapy, home, Sunday Therapy, home, Sunday School, etc.).School, etc.).


Visual Schedules are based on a "first-Visual Schedules are based on a "first-then" strategy; that is, "then" strategy; that is, "firstfirst you do you do ___, ___, thenthen you do ___", rather than an you do ___", rather than an "if-then" approach (i.e., ""if-then" approach (i.e., "ifif you do you do ___, ___, thenthen you can do___"). you can do___").



This This first-thenfirst-then strategy allows strategy allows the "first" expectation the "first" expectation (whether a task, activity or (whether a task, activity or assignment) to be modified, assignment) to be modified, as needed.as needed.

Structured TeachingStructured TeachingExample:Example: A student is having particular A student is having particular

difficulty completing a math worksheet, difficulty completing a math worksheet, due to anxiety, sensory processing due to anxiety, sensory processing difficulties, communication, difficulty difficulties, communication, difficulty generalizing, internal/external distracters, generalizing, internal/external distracters, change, etc. The assignment can be change, etc. The assignment can be modified so that the child only has to modified so that the child only has to complete three math problems complete three math problems firstfirst, and , and thenthen he has a break, as indicated on his he has a break, as indicated on his visual schedule. visual schedule.


Visual Schedules can incorporate Visual Schedules can incorporate various various social interactionssocial interactions into the into the student's daily schedule (e.g. student's daily schedule (e.g. showing completed work to a showing completed work to a teacher/parent for social teacher/parent for social reinforcement, requiring appropriate reinforcement, requiring appropriate social greetings). social greetings).


Can increase a student's Can increase a student's motivation to complete motivation to complete less desired activities by less desired activities by strategically alternating strategically alternating more preferred with less-more preferred with less-preferred activities on the preferred activities on the student's individual visual student's individual visual schedule.schedule.


Example: Example: By placing a By placing a "computer" time after "computer" time after "math", the student may be "math", the student may be more motivated to complete more motivated to complete math knowing that math knowing that "computer" time will be next. "computer" time will be next.


A A visual schedulevisual schedule for a student with for a student with autism must be directly autism must be directly taughttaught and and consistentlyconsistently used. used. Visual Visual schedulesschedules should not be considered should not be considered as "crutches" for students with as "crutches" for students with autism, from which they should autism, from which they should gradually be "weaned". gradually be "weaned".


Developing Visual Schedules: In Developing Visual Schedules: In general, schedules should be general, schedules should be arranged from a "top-to-bottom" or arranged from a "top-to-bottom" or "left-to-right" format, including a "left-to-right" format, including a method for the student to method for the student to manipulate the schedule to indicate manipulate the schedule to indicate that an activity is finished or "all that an activity is finished or "all done" . done" .



A minimum of two scheduled A minimum of two scheduled items should be presented at a items should be presented at a time so that the student begins time so that the student begins to understand that events and to understand that events and activities happen in a sequential activities happen in a sequential manner, not in isolation. manner, not in isolation.

Structured TeachingStructured Teaching Various visual representation Various visual representation

systems can be used for an systems can be used for an individual visual schedule including:individual visual schedule including:Real objects;Real objects;Photographs (e.g., "Picture This" Photographs (e.g., "Picture This" software program or own photos);software program or own photos);Realistic drawings;Realistic drawings;Commercial picture system (e.g., Commercial picture system (e.g., "Boardmaker" software program);"Boardmaker" software program);Written words/lists. Written words/lists.



Individual ScheduleIndividual Schedule: It is : It is necessary to develop an necessary to develop an individualindividual schedule for the schedule for the child with autism in addition child with autism in addition to the general classroom to the general classroom schedule. schedule.


An individual schedule An individual schedule will give the child with will give the child with autism important autism important information in a visual information in a visual form that he can readily form that he can readily understand. understand.


Another consideration Another consideration when individualizing a when individualizing a schedule for a student schedule for a student with autism is the length with autism is the length of the schedule (number of the schedule (number of activities). of activities).


The length of the schedule may The length of the schedule may need to be modified due to the need to be modified due to the student becoming increasingly student becoming increasingly obsessed and/or anxious obsessed and/or anxious regarding an up-coming regarding an up-coming scheduled activity, or due to scheduled activity, or due to difficulty in processing "too difficulty in processing "too much" information presented at much" information presented at once.once.

Structured TeachingStructured TeachingExample: Example: A particular student "obsesses" A particular student "obsesses"

over recess. If at the beginning of his day over recess. If at the beginning of his day he sees "recess" scheduled later in the he sees "recess" scheduled later in the morning, he will continue to be obsessed morning, he will continue to be obsessed with "going out for recess", resulting in with "going out for recess", resulting in increased anxiety and distractibility for the increased anxiety and distractibility for the rest of the morning activities until recess. rest of the morning activities until recess. The student's schedule could be created The student's schedule could be created with a few activity items at a time, up until with a few activity items at a time, up until recess. Again, individualization is the key recess. Again, individualization is the key to success. to success.

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Teaching Students with Autism-Step by Step