Autism Spectrum Disorder (ASD) : Tips and Tricks for helping those with ASD : Kaylie Waldvogel (J...

Mind Map for BSU ASD Course Spring 2020

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Autism Spectrum Disorder (ASD) : Tips and Tricks for helping those with ASD : Kaylie Waldvogel (Johnson) by Mind Map: Autism Spectrum Disorder (ASD) : Tips and Tricks for helping those with ASD : Kaylie Waldvogel (Johnson)

1. How To Teach

1.1. Systematic Instruction

1.1.1. Applied Behavior Analysis (ABA): A way of teaching behavior through the use of repetition or steps. Discrete Trial Training - Single Step directions Chained - "a series of discrete behaviors that equate to a complex behavior" (Browder, Wood, Thompson, Ribuffo, 2014. Pg 11). Task Analysis - breaking down the chained tasks into discrete tasks. Academic Skills are taught and through Data collection this can be adjusted for the student's learning Prompting or Prompts Time Delay: a prompt is presented and then faded away after successful trials Simultaneous Prompting - one prompt (e.g., verbal, model) with the target stimulus, which is eventually eliminated (Browder, Wood, Thompson, Ribuffo, 2014, pg 12.). Least Intrusive Prompts: prompts only when needed to teach something Reinforcement: Anything that includes praise and that is a motivator for the student/person Antecedent, Behavior, Consequence (A-B-C) - why the behavior happend, the behavior, what happened next

1.1.2. Generalization of tasks

1.1.3. Maintenance of tasks

1.2. Self-Directed Learning

1.2.1. Pictorial self-instruction : learning the concepts through pictures

1.3. Peer Tutors

1.3.1. This allows for a natural socialization that benefits the tutor and the person being tutored.

1.3.2. Mostly peers that are around the same age, with the tutor teaching the student academics or social interactions.

1.4. Technology

1.4.1. Video Modeling and Social Stories - engaging for the students

1.4.2. Augmented Devices for Speech/Communication

2. What To Teach

2.1. Academics

2.1.1. Literacy/Reading - through the use of an adapted grade-aligned text the teacher would read-a-loud for better comprehension

2.1.2. Mathematics - through the use of graphic organizers and repetition

2.1.3. Science - through the process of inquiry

2.1.4. Academic vocabulary - students can then communicate what they know

2.2. Daily Living Skills

2.2.1. Person-centered planning - need to make sure the skills being taught relate to the goals for that student (Browder, etc. 2014, pg 26).

2.3. Job and Community Skills

2.3.1. Transition skills - life after school

2.3.2. Job and Community Skills - resume's, library card, community center, transportation, etc.

2.4. Self-Determination Skills

2.4.1. how the choices they make now, will impact their future life

2.5. Social and Communication Skills

2.5.1. How to cope with feelings and relationships

2.5.2. Communicate their needs

3. How to Support

3.1. Team Planning

3.1.1. Collaborative Teaming - people who are in communication with one another to plan for the students future

3.2. Assistive Technology

3.2.1. Low tech and high tech options - pencil grip is low tech and high tech could be an augmentative and alternate communication device

3.3. Peer Support

3.3.1. Helps both the student with a disability and the student without a disability to work on communication skills

3.4. Inclusive Settings

3.4.1. Students have the right to an education, with the addition of classes to promote daily living skills and communication skills.

3.5. Paraprofessionals

3.5.1. Help to support the student with the types of curriculum they were receiving

3.6. Positive Behavior Support

3.6.1. Uses the least restrictive environment and non-aversive techniques

3.6.2. Differential reinforcement of alternative behavior - reinforcing good behavior and ignoring poor behavior

3.7. Home-School Collaboration

3.7.1. For program implementation and goals for the student, the family has a big part in planning for the future

3.7.2. Behavior supports can be generalized and communication can be generalized

4. Resources

4.1. Collins, B. C. (2012). Systematic Instruction for Students with Moderate and Severe Disabilities. Retrieved from D2L.

4.2. Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities (Document No. IC-3). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: Innovation Configurations | CEEDAR