171 Six Effective Educational Components for ASD

1. Individualized Supports and Services

• The program should be discussed to ensure it addresses your concerns.
• It should incorporate your child’s interests and preferences.
• It should use your child’s strengths/weaknesses to set the intervention.

2. Systematic Instruction

• The program should identify specific educational goals for the student.
• The National Research Council (NRC, 2001) suggests that appropriate, educational objectives are observable, measurable behaviors and skills.
• It should include plans for generalization and maintenance.
• It should evaluate its effectiveness; data collection should be encouraged.
• The program should allow for modifications as necessary.

3. Comprehensible/Structured Learning Environments

• The curriculum must be clear to the student and educational personnel.
• Comprehensible environments allow students to predict what will happen next, know the requirements for each setting, and learn a variety of skills.
• Use visual cues that:
  • Organize the setting
  • Provide a schedule
  • Carefully provide choices
  • Provide behavioral support
  • Define areas of the room
  • Highlight the passage of time
  • Facilitate transitions/flexibility
  • Are for individualized needs

4. Specialized Curriculum Content

• Emphasize content targeting social interaction and communication.
• Teach social skills: initiating/responding to others and leisure skills.
• Focus on skills that help the student control his/her environment, increase independence and quality of life, and increase his/her performance.

5. Functional Approach to Problem Behavior

• Recognize that behaviors are communication
• Learn the function (meaning) of problem behaviors:
  • Attention seeking
  • Avoidance
  • Gaining items
  • Sensory needs
• Teach new skills to replace inappropriate behaviors (Swiezy et al., 2005).

6. Family Involvement

• Your family is essential in planning and delivery of supports and services.
• Interventions work best when utilized in multiple settings (including home)
• Consider your resources (time, money) and goals; inform school of any circumstances that may interfere with the program.
• IDEA mandates that schools must include parents in the IEP process.
• Families should be taught ways to teach skills/address home behaviors (NRC, 2001).

Reference:

Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 18, 150-165.