Curriculum to SPED 1

1. AUGMENTATIVE,
SEQUENCING,
ADAPTATION SKILLS

2. Augmentative and Alternative
Communication (AAC)
AAC is a term used to describe various methods of communication that can help people who
are unable to use verbal speech to communicate.
is a type of Assistive Technology Communication
 difficulty with communication is a critical issue for students with ASD.
Communication Impairments can impact an Individual ability to either communication with
others (expressive communication) and or receive communication from others (receptive
communication)

3. Who uses AAC?
 different AAC methods are used by people of all ages with various Physical or Learning
Difficulties.
UNAIDED COMMUNICATION:
Which means they do not require any props or accessories
Gestures (Body Language, Sign Language)
AIDED COMMUNICATION:
Low tech (pecks or just a pencil and a paper)
High tech (ipod, Speech Generating Development)

4. Goal of ACC users
-to produce SNUG
(S) Spontaneous
(N) Novel
(U) Utterance
(G) Generation

5. Sequencing
-sequencing or putting tasks or objects in order can be a challenge for CWA/ASD
This is an element of executive functioning that involves such unmaking's as following
directions, telling stories, making a schedule

6. Sequencing Activities for Students with
Autism
1. Making Daily Schedules
Each activity is represented by a small picture and placed in sequential order on a schedule.
The student takes the picture off the schedule and places it in the work area. When the task is
finished, the picture moves to the "Done" folder.
The next task on the schedule moves to the work area. This is a great tool for home, as well as
school.

7. 2. Focusing on Sequencing in Reading
One way to keep kids engaged in their work is to choose topics that interest them. Many
children with autism have special interests that are very intense and far-reaching.
Books about these interests can be a great springboard for storytelling, which is an important
form of sequencing.
A. Start with a book that corresponds to the student's special interest. It doesn't
have to have a narrative, but it should at least describe some type of process.
B. Read the book out loud to the student or have the student read the book to
himself.
C. When the book is finished, ask the child to describe what happened. Use
terms like "first" and "next."
D. Help the student make a numbered list of steps that happened in the book.

8. 3. Using Color for Priorities
◦ Although not everyone on the autism spectrum is a visual thinker, many students do learn
very well this way. Since assigning priorities to various tasks and items can be a challenge,
color-coding is a great visual way to help kids decide what's more important
This May Include:
◦ getting dressed, doing homework,
◦ playing, watching TV,
◦ eating dinner, and other daily activities.
◦ Then choose three colored bins to represent the level of importance and help the child sort
the activities into each bin.

9. 4. Sequencing with Video Modeling
◦ Video modeling is an important teaching strategy for kids on the autism spectrum. Generally,
it involves taking a video of the child or another person performing a task and then having
the child watch the video multiple times to learn how the activity is completed.
You can take this a step further and turn it into a sequencing activity too.
A. Choose a video of the child or someone else performing typical daily tasks or a special
project.
B. Help the student make a list of all the things the person is doing in the video.
C. Cut the list into strips, each of which contains an activity the video subject performed.
D. Have the student put the list in order.

10. 5. Crafting and Communicating with
Candy
◦ A craft is a great way to keep kids engaged and interested in learning, especially when it
involves something the child can eat.
◦ In this craft, the student will make an edible candy bracelet and then explain the process to
another adult. The reward for properly explaining the process is being able to eat the candy.
A. To get started, cut up several candy necklaces and sort the pieces according to color. Gather
up other supplies, such as a piece of thin elastic cord, a measuring tape, some scissors, and
a piece of paper.
B. Explain to the student that step one will be measuring for the bracelet. Take the student's
wrist measurement and write it down. Write down that measuring was step one.

11. C. Explain that the next step is cutting the elastic. Make the elastic a little longer than the
student's wrist. Help the student write down that step two was cutting the elastic.
D. Have the student select a color for the first five pieces of candy and explain that this is the
next step. Write down the step.
E. Repeat with various other colors of candy until the bracelet is complete. Write down each
step as you go.
F. Tie off the bracelet and write that down as the final step.
G. After the bracelet is complete, give the list of steps to another adult. Have the student
explain the process for completing the bracelet to the other adult. If she gets it correct, she can
eat the candy.

12. 6. Performing a Week-Long Task
◦ Sequencing isn't just about short tasks. Some activities can take much longer, and it's good to
include a few of these in your work as well. In this activity, the student with autism will create a
schedule for building a kite and then follow that schedule with a teacher or parent.
◦ Work with the student to break the task into five pieces. These might include making a list of
supplies needed, going to the store to buy the supplies, assembling the frame of the kite, stretching
the fabric on the kite, and giving the kite a test run.
◦ Help the student create a schedule in which each component of the kite project occurs on one day
of the week. Talk about why things need to happen in a certain order.
◦ Put the student in charge of the project. He or she must remind you when it's time to do that day's
part of the kite.
◦ At the end of the week, the student can keep the kite as a reward for finishing the project.

13. ◦ Sequencing can be a challenge for kids with autism, but with practice and patience they can
build their skills to the point where they don't need as much adult help. Great interactive
activities are the best way to keep kids engaged and help them make progress on their goals.

14. Adaptive behaviors
◦ -person's social responsibility and independent performance of daily activities
Adaptive skill
◦ -usually taught through a process that begins with a task analysis, broken down into
component parts.
◦ -small steps
◦ chaining the sequence of behavior together
◦ ACC-associated with PECS

15. community living skill
1.restaurant
◦ Menu
◦ Ordering food
◦ How to use utensils
◦ Money concept
◦ Pay out / bill

16. 2. Pedestrian Crossing
◦ How to cross the road
◦ See left and right if there’s a car or a vehicle crossing the road
3. vending use machine
◦ Choose from menu,
◦ Click what you want
◦ Money concept

17. Assessing Adaptive behavior
Target areas for skills acquisition
◦ The aim of assessment of adaptive skills is to obtain a measure of the child’s typical functioning
in familiar environments such as the home and the school
◦ Communication (receptive, expressive, and written language)
◦ Socialization (interpersonal relationships, play and leisure time and coping skills)
◦ Daily living skills (personal, domestic, and community skills)
◦ Motor skills (gross and fine)