AUTISM SUPPORT TRAININGInterventions and Strategies for

Success!

Autism in Jefferson County

• Over 200 students are identified with the label of Autism • Many more not identified• Many identified under other exceptionalities

Autism Characteristics 1. Impairment with verbal and/or nonverbal communication 2. Impairment with social interaction3. Demonstrate some form of restricted, repetitive, and

stereotyped patterns of behavior, interests, and activities.

Asperger's Syndrome - A child with Asperger's syndrome has the same common problems as children with autism but less pronounced; however they don't have language development problems of a child with autism.

Fundamental Components for Every Student with Autism

• Schedule• Physical/Visual Structure of the Environment• Positive Behavior Supports• Communication Supports• Social Skills/Hidden Curriculum

SchedulesA visual/written schedule will tell a student what

activities will occur and in what sequence

A visual/written schedule is important because:• Address sequential memory and organization of time• Assist with language comprehension• Lessen anxiety level thus reduce challenging

behaviors• Teach transitioning independently (no verbal

prompts)

Types of Schedules

•Manilla Folder/ Clip Board

•Object Schedule

•Dry Erase

•Read & Check Off

Physical /Visual Structure of the Environment

•Physical structure provides environmental organization•Clear physical/visual boundaries show where areas begin and end•The physical structure minimizes visual and auditory distractions*Physical structure depends on student’s level of self control and can be gradually lessened as they function more independently.

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Labeled Cubbies

Boundaries Labeling Stations

Safe /Quiet Spaces

Positive Behavior Supports

• A positive reinforcer increases the likelihood of a positive response/behavior occurring again. Use tangible reinforcers paired with verbal praise.– For young children: food, drink, toy– For older children: music, drawing, computer

• Reinforcement Inventory-Must used highly preferred reinforcers!!

Reinforcement Visual Strategies

Token Economy•Penny Boards (STAR Program)

First –Then Visual

Behavior Charts–Higher functioning Autism/ Asperger students

Visual Timers

CommunicationKey component to a successful program

that reaches a student with Autism• Provide opportunities for communication in

ALL daily activities.• Communication is not just requesting– Commenting– Social exchanges– Giving information to others

• Teach both expressive and receptive communication

Visuals-Greatly increase a student’s comprehension and more effective than auditory directions only.

-Helps gain, retain, and refocus attention - Reduces physical/verbal support - Increases independent skills

Where to use Visuals?

•Mini Schedule

•Choice Boards

• Calendar Visual

• Asking for HELP

Augmentative Communication

• Choice boards, Picture books, VOCAS–Use in all environments throughout the day• Collaborate with speech therapist, specials

teachers, etc. to plan students communication program

–Continued updating of vocabulary• Increase vocabulary on a weekly basis. Target

5-10 new words per week depending on child’s ability level.

Social Skills/Hidden CurriculumProvides visual information and strategies that will improve understanding of social situations

Should be taught daily! Preparation for schedule change and new activities must be included.

•Social Stories•Video Modeling•Model Me Kids

•Scripting•Hidden Curriculum

Curriculum

Language/Vocabulary• Integrate in all activities•Should be one of the main objectives•Individualize to each student’s level

Visual Supports (Curriculum)

Strategies necessary to promote independence and task completion.

1. Three drawer system2. Jigs3. Color Coding 4. Task analysis

Jigs

Color Coding

Fun and Functional

• Be creative•Rotate activities in centers•Multi sensory activities•Create weekly themes•Peer helpers (reverse inclusion)

•Functional•Be sure activities are useful (Life applications)•Generalize activities