STARTERS Cost Motivation …………………………… time, money Visually-Based Strategies ………….. time, ink

1. Interventions Cafe STARTERS Cost Motivation …………………………… time, money Visually-Based Strategies ………….. time, ink MAIN COURSE Picture Exchange Communication System (PECS)……. time, ink Social Stories ……………………………….time, ink SWEETEN THINGS UP Reader’s Theater………………………………..time Emotional Thermometer………………….. ink

2. Motivation Many students with ASD have a difficult time being motivated to engage in academics. If a teacher can find natural reinforcers, or motivation techniques, the need for direct intervention is reduced. Motivational variables have been proven to increase completion rate and interest while decreasing misbehavior. The best method for finding reinforcers is to ask the student about his/her interests. Also, changing consequences can create natural reinforcers that help alter behavior.

3. Visually-Based Strategies Students with ASD tend to respond more positively to visual images compared with auditory lessons. Video modeling, direct instruction, and support lead to higher levels of success. Because students learn better through visually-based strategies, students acquire more independence, with less attention and reliance on the instructor. A significant increase in word recognition and understanding has been shown through the use of visually-based computer strategies because students with ASD tend to maintain and generalize information more readily when new concepts are introduced and taught utilizingvisuals. Duck Lion Moose Dog

4. PECS PECS is a communication system developed to assist students in building fundamental language skills. The visual strategy encourages communication through exchange of pictures, symbols, and objects. Students with ASD have a difficult time with language skills, and this system can help them communicate on a basic level while reaching their most prominent learning style – visual representations. This method can be used with paper and Velcro, computer programs, or phone applications.

5. Social Stories Social Stories can help students with ASD understand specific social situations. Social interactions are difficult for students on the Autism Spectrum, and using Social Stories help promote good, interactive behavior while encouraging reading. Presenting the stories to students before a situation occurs helps to prevent undesired behavior. These stories should not only include unwanted behavior, but positive behavior as well. When the teacher and student create the story together, the success rate is greater.

6. Reader’s Theater Research has shown that teachers that incorporate Reader’s Theater experience greater student motivation and increased interest in reading. Studies also show that Reader’s Theater engage students, provide a purpose for rereading, which results in better reading fluency. When fluency is increased, students have greater comprehension of what they’re reading. Teachers can also integrate other subject areas into Reader’s Theater, generalizing ideas and making the most of an activity. Student’s love to role play; why not allow them to do so while teaching reading skills?!

7. Emotional Thermometer Content Glad Pleased Happy Joyful Blissful Delighted Upset Mad Cross Angry Fuming Outraged Infuriated Emotional Thermometer are created by the student to help with the comprehension of various intensities of words. Students with ASD have a difficult time understanding emotions. This tool, kept at hand, will help increase their understanding as well as vocabulary for writing.