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The Basics of Autism Spectrum Disorders Training Series. Regional Autism Advisory Council of Southwest Ohio (RAAC-SWO) RAAC Training Committee 2011. Training Series Modules. Module One: Autism Defined, Autism Prevalence and Primary Characteristics

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regional autism advisory council of southwest ohio raac swo raac training committee 2011

The Basics of Autism Spectrum DisordersTraining Series

Regional Autism Advisory Council of

Southwest Ohio (RAAC-SWO)

RAAC Training Committee 2011

training series modules
Training Series Modules

Module One: Autism Defined, Autism Prevalence and Primary Characteristics

Module Two: Physical Characteristics of Autism

Module Three: Cognition and Learning in Autism

Module Four: Getting the Student Ready to Learn

Module Five: Structuring the Classroom Environment

Module Six: Using Reinforcement in the Classroom

training series modules1
Training Series Modules

Module Seven: Autism and Sensory Differences

Module Eight: Sensory in the Classroom

Module Nine: Communication and Autism

Module Ten: Communication in the Classroom

Module Eleven: Behavior Challenges and Autism

Module Twelve: Understanding Behavior in Students with Autism

training series modules2
Training Series Modules

Module Thirteen: Social Skills in the School Environment

Module Fourteen: Functional Behavior Assessment

Module Fifteen: Working Together as a Team

Module Sixteen: Autism and Leisure Skills to Teach

Module Seventeen: Special Issues of Adolescence

Module Eighteen: Safety and Autism

Module Nineteen: Special Issues: High School, Transition, and Job Readiness

training series modules3
Training Series Modules
  • Module Twenty: Asperger Syndrome: Managing and Organizing the Environment
  • Module Twenty-One: Asperger Syndrome: Addressing Social Skills
big idea
Big Idea

The communication skills of students with Autism can vary from student to student.

communication and autism
Communication and Autism
  • Some students may be non-verbal and need a different way to communication such as through pictures or written words.
  • Some students are verbal but they do not know how to use their words to express themselves and they too need a way to help them such as pictures or written words.
big idea1
Big Idea

Communication systems should be utilized ALL the time in EVERY environment.

communication systems in the classroom
Communication Systems in the Classroom

Communication systems can be any of the following:

  • A picture book with several pictures organized by categories.
  • A picture board that has a set group of pictures created for a specific activity (i.e. a picture board with food on it for snack time).
  • A voice output device which is a device that when the student presses a button with a picture/word on it, the device ‘speaks’ the label.
  • Single pictures or written words
  • Technology and AT
examples of communication systems
Examples of Communication Systems

Picture Communication Book

  • Students use the pictures to communicate a desired object or activity, to comment on something they may see, to ask questions, to answer questions, or to interact with peers.
examples of communication systems1
Examples of Communication Systems

A picture board that has a set group of pictures created for a specific activity (i.e. a picture board with food on it for snack time).

examples of communication systems2
Examples of Communication Systems
  • Single pictures or written words
examples of communication systems3
Examples of Communication Systems

Voice Output Device-the student will push a picture on a device and the device will say the name of the picture

when to use communication systems
When to Use Communication Systems
  • The student should be the one that carries the communication system.
  • The student should be taught how to independently use the communication system.
  • They should not be put on a shelf and utilized only during certain times of the day
big idea2
Big Idea

A student should always have a way to communicate what they are thinking.

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