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Teaching Students with Autism-Step by Step

Teaching Students with Autism-Step by Step. Step I-learn as much about the students as possible before school begins. Teaching Students with Autism-Step by Step. - classification -health alerts -modifications. Teaching Students with Autism-Step by Step. -skill strengths and weaknesses

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Teaching Students with Autism-Step by Step

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  1. Teaching Students with Autism-Step by Step Step I-learn as much about the students as possible before school begins

  2. Teaching Students with Autism-Step by Step • -classification • -health alerts • -modifications

  3. Teaching Students with Autism-Step by Step • -skill strengths and weaknesses • -learning style • Prior educational settings

  4. Teaching Students with Autism-Step by Step • -related services • -assistive technology • -ability levels

  5. Step II-Working with Parents • send a letter home introducing yourself-may want to include the brochure-see example

  6. Step II-Working with Parents • -meet with parents individually or in group

  7. Step II-Working with Parents • -discuss parent’s role and responsibilities

  8. Step II-Working with Parents • -discuss the parent’s expectations

  9. Step II-Working with Parents • -discuss symptoms versus problems and educate the parent on how to identify potential problems

  10. Step II-Working with Parents • -discuss parent’s involvement with homework and rules to follow to avoid frustration

  11. Step III-Working with Related Service Providers • -Send out letters to the related service providers for each child introducing yourself and asking for a time to get together-see example

  12. Step III-Working with Related Service Providers • -Discuss schedules, goals, expectations

  13. Step III-Working with Related Service Providers • -discuss that you will be the case manager for the IEP

  14. Step IV-Other Teachers Involved with your Students • -Send out a letter to each teacher introducing yourself-offer some background if you are new-see example

  15. Step IV-Other Teachers Involved with your Students • -Follow up the letter with a personal meeting

  16. Step IV-Other Teachers Involved with your Students • -talk about roles-define responsibilities and discuss scheduling

  17. Step IV-Other Teachers Involved with your Students • -discuss modifications for students and leave teacher with a written statement of these modifications

  18. Step IV-Other Teachers Involved with your Students • -discuss curriculum concerns and adapting curriculum-your role

  19. Step V-Setting up your Room -Different classroom models • Learning center oriented model • Teacher center model • Small group instruction • Individual instruction

  20. Curriculum-Instructional Program A-Attending • Sitting in a chair, making eye contact, ... • Attending skills are often the starting point to an educational program for a child with autism.

  21. Curriculum-Instructional Program • Instructional Area I Readying Self for Table Work • Sitting in a chair when requested • Sitting at the table when requested

  22. Curriculum-Instructional Program • Instructional Area II Readying Self for Instruction • Making eye contact in response to name • Making eye contact in response to "Look at me" at the table • Placing hands in lap when requested

  23. Curriculum-Instructional Program • Making eye contact in response to name from a distance • Making eye contact in response to "Look at me" from a distance

  24. Curriculum-Instructional Program • Making eye contact in response to name during a teaching activity • Making eye contact in response to name during free play

  25. Curriculum-Instructional Program • Saying, "What?" in response to name • Making eye contact during group instruction

  26. Curriculum-Instructional Program Instructional Area III Attending Jointly with Another • Attending to a nearby object/event jointly with an adult • Attending to a distant object/event jointly with an adult

  27. Curriculum-Instructional Program • Attending to a nearby object/event jointly with a peer • Attending to a distant object/event jointly with a peer

  28. Curriculum-Instructional Program B-Imitation Gross motor imitation, fine motor imitation, oral motor imitation, imitating blocks, copying drawings,

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

  30. Curriculum-Instructional Program • Instructional Area I Imitating Motor Actions • Imitating gross motor actions • Imitating fine motor actions • Imitating with objects

  31. Curriculum-Instructional Program • Instructional Area II Imitating Vocalizations • Imitating sounds • Imitating words • Imitating phrases

  32. Curriculum-Instructional Program Instructional Area III Complex Imitation • Imitating sequenced actions • Imitating block constructions • Imitating drawn lines, curves, and simple polygons • Imitating simple drawings

  33. Curriculum-Instructional Program C-Receptive, Expressive and Abstract language Following directions, making requests, asking and answering questions, labeling, conversation, ...

  34. Curriculum-Instructional Program • Language (be it spoken, sign, or picture/symbol-based) instruction is often the largest, and most important, portion of a program for a child with autism

  35. Curriculum-Instructional Program • Instructional Area I Imitating Vocalizations • "Echoics" or verbal behavior that mimics a given model of verbal behavior. • Imitating sounds • Imitating words • Imitating phrases

  36. Curriculum-Instructional Program • Instructional Area II Following Directions Typically non-verbal behavior in response to spoken words. • Following one-step directions • Following directions involving possession • Following two-step directions

  37. Curriculum-Instructional Program • Following directions involving objects not in immediate view • Following directions involving delayed action • Following directions as part of a group • Following illustrated directions • Following written directions

  38. Curriculum-Instructional Program • Instructional Area III Making Requests "Manding" or verbal behavior used to fulfill an internal need. • Pointing to desired items that are in view • Pointing to the location desired items that are out of view

  39. Curriculum-Instructional Program • Requesting preferred items that are out of view • Asking for help • Asking to use the bathroom • Asking for information

  40. Curriculum-Instructional Program Instructional Area IV Labeling • "Tacting" or verbal behavior that puts a name to stimuli in the environment.

  41. Curriculum-Instructional Program • Labeling general nouns (objects, people, places) • Labeling verbs (actions) • Labeling environmental sounds • Labeling emotions • Labeling colors • Labeling numbers • Labeling letters

  42. Curriculum-Instructional Program Labeling professions Labeling possession Using the carrier phrase, "I see a ..." Using the carrier phrase, "I have a ..." Using the carrier phrase, "I hear a ..." Using the carrier phrase, "I feel a ..."

  43. Curriculum-Instructional Program • Instructional Area V- Conversation "Intraverbals" or verbal behavior as a response to spoken words

  44. Curriculum-Instructional Program • Completing word associations • Animal noises • Associated objects • Completing songs and nursery rhymes • Answering WH-questions • What

  45. Curriculum-Instructional Program • Answering social questions • Questions about personal information • Questions about family • Questions about school • Questions about preferences • Questions about emotions

  46. Curriculum-Instructional Program D-Pre-academics • Matching, sorting, sequencing, numbers, letters, reading, counting, ... • Ahh, the stuff of school. Included here are those skills that can help build readiness for school, as well as some skills that your kids might typcially be working on during their first few years in school.

  47. Curriculum-Instructional Program • Instructional Area I-Matching • Matching identical objects • Matching objects to identical pictures • Matching identical pictures • Matching non-identical objects • Matching number to quantity • Matching uppercase and lowercase letters

  48. Curriculum-Instructional Program • Instructional Area II-Sorting • Sorting by color • Sorting by size • Big/large and little/small • Big/large, medium, and little/small • Sorting by shape • Sorting by texture • Sorting by two attributes • Sorting by common function • Sorting by common feature

  49. Curriculum-Instructional Program • Instructional Area III-Sequencing • Sequencing by size • Sequencing numbers • Sequencing the alphabet • Logical Sequences • Sequencing a story

  50. Curriculum-Instructional Program E-Academics Higher level functional academics Instructional Area I-Alphabet • Identifying uppercase letters in a single typeface • Identifying lowercase letters in a single typeface • Identifying letters in multiple typefaces

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