The Basics of AutismSpectrum 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 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
Training Series Modules 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
Training Series Modules 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
Training Series Modules Module Twenty: Asperger Syndrome: Managing and Organizing the Environment Module Twenty-One: Asperger Syndrome: Addressing Social Skills
Big Idea The communicationskills of students withAutism can vary from student to student.
Communication and Autism Some students may be non-verbal and need a different way to communication such as through pictures or written words. Some students are verbal but they do not know how to use their words to express themselves and they too need a way to help them such as pictures or written words.
Big Idea Communication systems should be utilized ALL thetime in EVERY environment.
Communication Systems in the ClassroomCommunication systems can be any of the following: A picture book with several pictures organized by categories. 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). A voice output device which is a device that when the student presses a button with a picture/word on it, the device ‘speaks’ the label. Single pictures or written words Technology and AT
Examples of Communication SystemsPicture Communication Book Students use the pictures to communicate a desired object or activity, to comment on something they may see, to ask questions, to answer questions, or to interact with peers.
Examples of Communication SystemsA picture board that has a set group of pictures createdfor a specific activity (i.e. a picture board with food on itfor snack time).
Examples of Communication Systems Single pictures or written words
Examples of Communication SystemsVoice Output Device-the student will push a pictureon a device and the device will say the name of thepicture
When to Use Communication Systems The student should be the one that carries the communication system. The student should be taught how to independently use the communication system. They should not be put on a shelf and utilized only during certain times of the day
Big IdeaA student should always have a way tocommunicate what they are thinking.
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