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
The Basics of Autism Spectrum DisordersTraining Series
Regional Autism Advisory Council of
Southwest Ohio (RAAC-SWO)
RAAC Training Committee 2011
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
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
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
The communication skills of students with Autism can vary from student to student.
Communication systems should be utilized ALL the time in EVERY environment.
Communication systems can be any of the following:
Picture Communication Book
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).
Voice Output Device-the student will push a picture on a device and the device will say the name of the picture
A student should always have a way to communicate what they are thinking.