Picture: http://www.aspergersyndrome.org/Products/Autism-Awareness-Bracelets-(package-of-2).aspx
Educational Strategies:
There are several educational strategies that can be used with individuals with ASD, the most effective seemingly being evidenced-based. Some of the more popular evidenced-based strategies include Floor Time, TEACCH, and Visual Supports. These strategies have shown positive outcomes when used with individuals who have ASD. Some examples of Visual Supports include: visual schedules, visual directions, color-coded supplies, an illustrated map of the school, and first-then boards. A first-then board could state that a person must complete one task before starting another. These strategies help reinforce abstract concepts, making it easier for individuals with ASD to comprehend. Reinforcement of these concepts helps individuals with ASD to function in society. Below details some of the educational strategies mentioned above.
Educational Strategies:
1) Floor Time: Floor Time is a systematic way of working with a child in order to help them climb the developmental ladder (Brown, V., course packet, 2012). The fundamental skills (developmental ladder) include the abilities to: engage in relationships with others, have two-way communication, create ideas, have interest in their environment, and manage one’s emotions (Brown, V., course packet, 2012). By the professional working one-on-one with parent and child, the child can begin to climb the developmental ladder. Floor Time is a twenty- to thirty-minute therapy period in which the parent gets down to the child’s level to interact and play (Brown, V.). The parent uses the child’s interests as a way to interact with them. Overall, this approach is used to encourage attention and intimacy, two-way communication through a medium of exchange, and the expression and use of ideas (Brown, V.).
For More Information (Floor Time Video)
http://www.youtube.com/watch?v=CjCHG7qvYEc
2) TEACCH: “… developed in the early 1970’s by founder, Eric Schopler, the TEACCH approach includes a focus on the person with autism and the development of a program around this person’s skills, interests, and needs” (Rao, S., M. and Gagie, B.). “TEACCH also takes into account all aspects of the lives of people with ASD as well as their families” (Brown, V.). In addition, as professionals, it is our job to see the world through their eyes, and use this perspective to teach them how to function in society as independently as possible (Brown, V.).
*(Rao, S., M., and Gagie, B., Using Technology: Learning Through Seeing and Doing: Visual Supports for Children with Autism, Teaching Exceptional Children, July/August 2006, Publisher: CEC)
For More Information:
http://www.teach.com/
3) Visual Supports:
Why Use Visual Supports:
-Part of everyone’s communication system
-Attract and hold the attention of the person
-Let the person focus on the message
-Reduce anxiety
-Help the person express his/her thoughts
*(Rao, S., M., and Gagie, B., Using Technology: Learning Through Seeing and Doing: Visual Supports for Children with Autism, Teaching Exceptional Children, July/August 2006, Publisher: CEC)
Daily Schedule: “The daily schedule tells the student where they need to be, where activities will occur, and the order in which they will take place. The length of the schedule is dependent upon the needs of the individual student. It can vary from one item, a full day, a full week or a month”.
*(Banner, 2012, powerpoint, Educational Procedures, Oakland University)
Work Schedule: “This tells the students what they will be doing once they are where they need to be in the environment. The work system clarifies information for the student”.
*(Banner, 2012, powerpoint, Educational Procedures, Oakland University)
Additional Examples of Visual Supports: Picture Exchange Communication System (PECS): they are picture cards/electronic programs/apps that help individuals acquire functional language, social stories, first-then boards, color coded supplies, a “silent conversation” or a message that is written on paper instead of verbally spoken to the individual, a desk map, cue cards, visual directions, an illustrated map of the school, and a show-me calendar (example: a calendar of a high school student’s elective courses)
*(Conference: ASD Summer Institute, “You’re Going to Love This Kid” Including and Supporting Students with Autism, August 15-16th 2012, Paula Kluth)
For More Information About PECS:
http://www.polyxo.com/visualsupport/pecs.html
Educational Strategies:
There are several educational strategies that can be used with individuals with ASD, the most effective seemingly being evidenced-based. Some of the more popular evidenced-based strategies include Floor Time, TEACCH, and Visual Supports. These strategies have shown positive outcomes when used with individuals who have ASD. Some examples of Visual Supports include: visual schedules, visual directions, color-coded supplies, an illustrated map of the school, and first-then boards. A first-then board could state that a person must complete one task before starting another. These strategies help reinforce abstract concepts, making it easier for individuals with ASD to comprehend. Reinforcement of these concepts helps individuals with ASD to function in society. Below details some of the educational strategies mentioned above.
Educational Strategies:
1) Floor Time: Floor Time is a systematic way of working with a child in order to help them climb the developmental ladder (Brown, V., course packet, 2012). The fundamental skills (developmental ladder) include the abilities to: engage in relationships with others, have two-way communication, create ideas, have interest in their environment, and manage one’s emotions (Brown, V., course packet, 2012). By the professional working one-on-one with parent and child, the child can begin to climb the developmental ladder. Floor Time is a twenty- to thirty-minute therapy period in which the parent gets down to the child’s level to interact and play (Brown, V.). The parent uses the child’s interests as a way to interact with them. Overall, this approach is used to encourage attention and intimacy, two-way communication through a medium of exchange, and the expression and use of ideas (Brown, V.).
For More Information (Floor Time Video)
http://www.youtube.com/watch?v=CjCHG7qvYEc
2) TEACCH: “… developed in the early 1970’s by founder, Eric Schopler, the TEACCH approach includes a focus on the person with autism and the development of a program around this person’s skills, interests, and needs” (Rao, S., M. and Gagie, B.). “TEACCH also takes into account all aspects of the lives of people with ASD as well as their families” (Brown, V.). In addition, as professionals, it is our job to see the world through their eyes, and use this perspective to teach them how to function in society as independently as possible (Brown, V.).
*(Rao, S., M., and Gagie, B., Using Technology: Learning Through Seeing and Doing: Visual Supports for Children with Autism, Teaching Exceptional Children, July/August 2006, Publisher: CEC)
For More Information:
http://www.teach.com/
3) Visual Supports:
Why Use Visual Supports:
-Part of everyone’s communication system
-Attract and hold the attention of the person
-Let the person focus on the message
-Reduce anxiety
-Help the person express his/her thoughts
*(Rao, S., M., and Gagie, B., Using Technology: Learning Through Seeing and Doing: Visual Supports for Children with Autism, Teaching Exceptional Children, July/August 2006, Publisher: CEC)
Daily Schedule: “The daily schedule tells the student where they need to be, where activities will occur, and the order in which they will take place. The length of the schedule is dependent upon the needs of the individual student. It can vary from one item, a full day, a full week or a month”.
*(Banner, 2012, powerpoint, Educational Procedures, Oakland University)
Work Schedule: “This tells the students what they will be doing once they are where they need to be in the environment. The work system clarifies information for the student”.
*(Banner, 2012, powerpoint, Educational Procedures, Oakland University)
Additional Examples of Visual Supports: Picture Exchange Communication System (PECS): they are picture cards/electronic programs/apps that help individuals acquire functional language, social stories, first-then boards, color coded supplies, a “silent conversation” or a message that is written on paper instead of verbally spoken to the individual, a desk map, cue cards, visual directions, an illustrated map of the school, and a show-me calendar (example: a calendar of a high school student’s elective courses)
*(Conference: ASD Summer Institute, “You’re Going to Love This Kid” Including and Supporting Students with Autism, August 15-16th 2012, Paula Kluth)
For More Information About PECS:
http://www.polyxo.com/visualsupport/pecs.html