School training module ten, communication in the classroom
•Download as PPTX, PDF•
1 like•372 views
The document outlines training modules on autism spectrum disorders provided by the Regional Autism Advisory Council of Southwest Ohio. It discusses 20 modules covering topics like defining autism, cognition and learning, communication, behavior, social skills, and transitioning to adulthood. Key points emphasized include that communication skills vary widely in students with autism and communication systems should be used consistently across environments to ensure students can express themselves. Examples of communication systems include picture books, boards, voice output devices, single pictures/words, and technology.
Report
Share
Report
Share
Recommended
Lesson plan
This lesson is a follow up that recaps sharing private and public information online. Students will discuss sharing personal information using Bloom's Taxonomy and iPads with the Nearpod app. It is assumed students are familiar with the topic and vocabulary. Potential problems like students getting lost or untidy will be addressed by grouping by color or rotating groups. Main tasks will have students apply, understand, remember, create, evaluate and analyze information using various apps and activities in groups, pairs, and individually.
5th i portraits
This lesson plan outlines a photography project for 5th grade students where they will create digital silhouettes expressing a verb through poses. Students will take self-portraits, remove backgrounds using Photoshop Elements, and add colors and text to create "iExpress" portraits inspired by iPod ads. The plan details objectives, standards, assessments, required technology and materials, procedures for guiding students through each step, and considerations for classroom management.
4.1 edp279 hannah silverman
Smart boards are an innovative interactive whiteboard that allows students and teachers to use technology in the classroom. The SMART Exchange database provides lesson plans for using Smartboards, including a Smartboard Jeopardy template for creating review games. The document discusses how the author would use the Jeopardy template for a history test review, with categories and questions of increasing difficulty related to the material that will be on the exam.
School training module fourteen,functional behavior assessme
The document outlines training modules on autism spectrum disorders for educators. It describes 21 modules that cover topics like the characteristics of autism, cognition and learning, classroom environments, communication, behavior challenges, social skills, and transitioning to adulthood. The document emphasizes that behaviors are a form of communication and coping, and stresses using functional behavior assessments to understand the underlying reasons for behaviors in order to help change them.
Autism 011
This document provides an overview of 11 modules on autism spectrum disorders. The modules cover topics such as defining autism, characteristics, cognition, learning, sensory differences, communication, behavior challenges, functional behavior assessment, leisure skills, adolescence and adulthood issues, and safety. The safety module discusses emergency preparedness, dangerous situations, and safety strategies at home and in the community. It emphasizes the importance of identification, understanding behavior signs, and planning for potential problems.
School training module seventeen special issues of adolescenc
This document outlines training modules for understanding autism spectrum disorders. It discusses 20 modules that cover topics such as defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, social skills, and issues during adolescence and adulthood. Specific challenges of adolescence that are addressed include increased behavior problems, anxiety, sexuality, medications, medical checkups, precautions, and importance of physical activity.
Special Issues High School Transition, and Job Readiness
The document outlines 20 modules for training on autism spectrum disorders. Module 17 focuses on the special issues of adolescence for high school students with autism. It notes they are socially sensitive, note peer differences, and are going through a time of great change. Module 17 discusses social interaction difficulties, bullying as a major risk, and teaching appropriate sexuality and relationships. The document stresses the importance of directly teaching social skills to help prevent bullying and inappropriate behaviors during this challenging time of transition to adulthood.
Behavior Challenges and Autism
This document outlines training modules on autism spectrum disorders. It describes 21 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, and more. The document also discusses different types of behaviors commonly seen in students with autism, including social interaction styles, activity levels, repetitive behaviors, and challenging behaviors. It provides strategies for addressing each of these behavior types. The overall message is that understanding the reasons for problematic behaviors is crucial before attempting to change them.
Recommended
Lesson plan
This lesson is a follow up that recaps sharing private and public information online. Students will discuss sharing personal information using Bloom's Taxonomy and iPads with the Nearpod app. It is assumed students are familiar with the topic and vocabulary. Potential problems like students getting lost or untidy will be addressed by grouping by color or rotating groups. Main tasks will have students apply, understand, remember, create, evaluate and analyze information using various apps and activities in groups, pairs, and individually.
5th i portraits
This lesson plan outlines a photography project for 5th grade students where they will create digital silhouettes expressing a verb through poses. Students will take self-portraits, remove backgrounds using Photoshop Elements, and add colors and text to create "iExpress" portraits inspired by iPod ads. The plan details objectives, standards, assessments, required technology and materials, procedures for guiding students through each step, and considerations for classroom management.
4.1 edp279 hannah silverman
Smart boards are an innovative interactive whiteboard that allows students and teachers to use technology in the classroom. The SMART Exchange database provides lesson plans for using Smartboards, including a Smartboard Jeopardy template for creating review games. The document discusses how the author would use the Jeopardy template for a history test review, with categories and questions of increasing difficulty related to the material that will be on the exam.
School training module fourteen,functional behavior assessme
The document outlines training modules on autism spectrum disorders for educators. It describes 21 modules that cover topics like the characteristics of autism, cognition and learning, classroom environments, communication, behavior challenges, social skills, and transitioning to adulthood. The document emphasizes that behaviors are a form of communication and coping, and stresses using functional behavior assessments to understand the underlying reasons for behaviors in order to help change them.
Autism 011
This document provides an overview of 11 modules on autism spectrum disorders. The modules cover topics such as defining autism, characteristics, cognition, learning, sensory differences, communication, behavior challenges, functional behavior assessment, leisure skills, adolescence and adulthood issues, and safety. The safety module discusses emergency preparedness, dangerous situations, and safety strategies at home and in the community. It emphasizes the importance of identification, understanding behavior signs, and planning for potential problems.
School training module seventeen special issues of adolescenc
This document outlines training modules for understanding autism spectrum disorders. It discusses 20 modules that cover topics such as defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, social skills, and issues during adolescence and adulthood. Specific challenges of adolescence that are addressed include increased behavior problems, anxiety, sexuality, medications, medical checkups, precautions, and importance of physical activity.
Special Issues High School Transition, and Job Readiness
The document outlines 20 modules for training on autism spectrum disorders. Module 17 focuses on the special issues of adolescence for high school students with autism. It notes they are socially sensitive, note peer differences, and are going through a time of great change. Module 17 discusses social interaction difficulties, bullying as a major risk, and teaching appropriate sexuality and relationships. The document stresses the importance of directly teaching social skills to help prevent bullying and inappropriate behaviors during this challenging time of transition to adulthood.
Behavior Challenges and Autism
This document outlines training modules on autism spectrum disorders. It describes 21 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, and more. The document also discusses different types of behaviors commonly seen in students with autism, including social interaction styles, activity levels, repetitive behaviors, and challenging behaviors. It provides strategies for addressing each of these behavior types. The overall message is that understanding the reasons for problematic behaviors is crucial before attempting to change them.
School training module eighteen, safety and autism
The document outlines 19 training modules on autism spectrum disorders for educators. It focuses on safety considerations for students with autism, including emergencies, dangerous situations, and strategies to use at home and in the community. Identification, behavior, abuse, and neglect are also discussed. Teachers are reminded to watch for signs of issues and know reporting procedures as they are mandatory reporters of abuse and neglect.
School training module fifteen working together as a team
This document outlines training modules for supporting students with autism spectrum disorders. It discusses the importance of collaborative teams that include various professionals, parents, and the student. Effective team models include multidisciplinary, interdisciplinary, and transdisciplinary approaches. The transdisciplinary model has advantages like specialists providing integrated services and regular information sharing between team members. The document emphasizes that the goal of paraprofessional support is to promote student independence over time through strategies like peer support and fading assistance. Ethical practices for paraprofessionals are also reviewed.
School training module twelve,understanding behavior in stud
This document outlines training modules on autism spectrum disorders for educators. It discusses 21 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environment, communication, behavior, social skills, and transitioning to adulthood. A key point is that behaviors must be understood in context by examining antecedents and consequences to determine the function or motivation behind them. Reinforcement, whether positive or negative, plays an important role in influencing behavior and students with autism often require reinforcement to encourage participation and learning. The document stresses finding each individual student's unique reinforcers.
Autism and Leisure Skills to Teach
The document outlines a training series on autism spectrum disorders. It includes 21 modules that cover topics such as defining autism, physical and cognitive characteristics, communication, behavior, social skills, leisure skills, and transitioning to adulthood. One module focuses on teaching leisure skills to students with ASD, noting that they may not learn or have limited leisure skills and interests without being taught. It recommends teaching new activities that build on their interests to increase choice, using their special interests to guide activities, and breaking activities into simple visual steps with help and practice.
School training module nine, communication and autism
This document outlines training modules on autism spectrum disorders provided by the Regional Autism Advisory Council of Southwest Ohio. It covers topics like defining autism, characteristics, cognition, learning, classroom environment, reinforcement, sensory differences, communication, behavior, social skills, functional behavior assessment, adolescence issues, and more. Key points are that communication can be difficult for those with ASD and may involve nonverbal methods, repetition, or challenges with understanding language. Visual supports are recommended to help with communication and choices. Care should be taken with word choice, speed of speaking, and not discussing behaviors while the individual is upset.
Social Skills in the School Environment
This document outlines training modules for teaching social skills to students with autism spectrum disorders. It discusses how social skills must be explicitly taught through strategies like social scripts, social stories, video modeling, and power cards. These strategies use the student's interests and provide visual supports to teach appropriate behaviors in social situations. Regular practice of the social skills in different settings is important for students to learn the skills.
School training module seven,autism and sensory differences
This document outlines training modules for understanding autism spectrum disorders. It focuses on module seven which discusses autism and sensory differences. Students with ASD often experience differences in processing sensory input. They may overreact or underreact to sounds, sights, smells, tastes, touches, and movement. Preparing students for upcoming sensory experiences and avoiding unexpected stimuli can help reduce anxiety. The document provides examples of sensory sensitivities and strategies to support students.
School training module four,getting the student ready to lea
The document outlines a training series on autism consisting of 21 modules. It discusses strategies for engaging students with autism, including floor play to build social interactions, structured table work focusing on joint attention and imitation, teaching basic play and social skills, and using demand fade to teach new skills. The goal is to actively engage students through meaningful learning experiences tailored to their needs and motivation.
Cognition and Learning in Autism
The document outlines 21 training modules on autism spectrum disorders. Module 3 focuses on cognition and learning in autism, noting there is a wide range of cognitive ability from intellectual disability to gifted. It provides strategies for teaching students with autism such as using visuals like objects, pictures and words to help with learning as visuals mean more than verbal instructions alone. The key idea is that students with autism can learn, and teachers must find the best methods for teaching each student.
School training module five,structuring the classroom enviro
The document outlines 20 modules for training on autism spectrum disorders. It discusses the importance of considering physical structure, visual supports, and work systems when arranging classrooms for students with autism. Specifically, it emphasizes that the physical layout and organization of furniture and materials can help reduce sensory overload. Visual supports like schedules, directions and labels are described as crucial for improving predictability, independence, and reducing anxiety. Work systems are presented as a way to clearly define tasks and expectations to promote engagement and independent completion of skills.
School training module eight, sensory in the classroom
The document outlines a training series from the Regional Autism Advisory Council of Southwest Ohio on autism spectrum disorders. The training consists of 21 modules covering topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, and more. One module discusses addressing sensory needs in the classroom through individualized sensory diets created by occupational therapists. Sensory diets involve activities throughout the day to help students regulate and be ready to learn.
Physical Characteristics of Autism
This document outlines 21 training modules on autism spectrum disorders. It discusses several physical challenges students with ASD may experience, including difficulties sensing and expressing pain, stomach and digestion issues, eating problems, sleep difficulties, and potential for seizures. Key recommendations include paying close attention if a student's behavior changes dramatically, as this could indicate pain or illness.
Asperger Syndrome Managing and Organizing the Environment
The document outlines training modules for teaching about autism spectrum disorders. It describes 20 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, social skills, and transitioning to adulthood. It also provides characteristics and strategies specific to students with Asperger's syndrome, such as difficulties with social skills, sensory issues, and organizational skills. The training emphasizes using visual supports and clear routines to help students with autism comprehend lessons and manage their environment.
School training module twenty one, asperger syndrome social skills
This document outlines training modules on autism spectrum disorders. It focuses on module 21 which addresses social skills deficits seen in all students with Asperger syndrome. Specifically, it discusses the "Hidden Curriculum" - unwritten social rules and norms that neurotypical students intuitively understand but must be explicitly taught to those with Asperger syndrome. Key social skills like those that differ by gender, age, and social context should never be assumed known and must be systematically reinforced across environments.
Child care training module eleven updated safety
This document provides an overview of safety considerations and strategies for children with autism spectrum disorder (ASD). It discusses emergency responses, dangerous situations, identification, safety strategies at home and in the community, and managing behavior to prevent safety issues. The key ideas are that children with ASD may not recognize dangerous situations or be able to communicate in emergencies, so identification and planning are important to promote their safety.
Child care training series module ten updated play
The document describes a training series on autism spectrum disorders consisting of 11 modules that cover topics such as the characteristics and signs of autism, cognition and learning in autism, communication challenges, behavior issues, functional behavior assessment, and teaching play skills to children with autism. The specific section summarized discusses how play skills need to be directly taught to children with autism as they may not learn them automatically, and outlines strategies for increasing play skills such as adapting activities to interests and abilities, breaking skills into steps, using visual and physical prompts, providing choices, and initially practicing with an adult before peers.
Using Reinforcement in the Classroom
This document outlines training modules for teaching about autism spectrum disorders. It discusses 20 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, social skills, and transitioning. It emphasizes the importance of reinforcement and describes strategies like using rewards, praise, and preferences to motivate students. Reinforcers need to be tailored to each individual student and assessed frequently as their interests may change. Providing ample opportunities to earn reinforcement is key to building new skills.
School training module 1 autism defined and overview
This document outlines the modules of a training series on autism spectrum disorders. It defines autism as a brain-based disorder that affects social interaction, communication, and causes repetitive behaviors. There are three main types of autism spectrum disorders: autistic disorder, Asperger syndrome, and PDD-NOS. Autism affects each person uniquely and is more commonly diagnosed in boys than girls. While the causes are unknown, the prevalence of autism has been rising in recent decades.
Educationaltechnologyhandout2016
This document discusses educational technology and its use in classrooms. It defines educational technology as the study and practice of facilitating learning through technological processes and resources. It then discusses several technologies commonly used in traditional classrooms, such as chalkboards, flashcards, charts, and role-playing. It also discusses newer technologies like computers, websites, blogs, wikis, and podcasting. The document outlines benefits of educational technology like easy access to materials, student motivation, and differentiated instruction. It also discusses using the internet to support learning and professional development. Finally, it discusses trends in educational technology like projected materials, audio materials, and interactive materials.
Serving Children with Autism Spectrum Disorder Workshop: Part 2 (October 2017)
This document discusses resources and instructional strategies for serving youth with autism spectrum disorder (ASD) in libraries. It identifies print and digital resources that work well for youth with ASD, such as predictable books and apps. Effective reading strategies include using visual cues, modeling think-aloud reading, and creating picture books. Instructional strategies like discrete trial training, direct instruction, and constructivist approaches are outlined. The document also provides tips for story hours, incorporating technology aids, addressing sensory and language issues, and planning autism-friendly programming.
Evaluation of CAI
The document describes multimedia software called Squeak that can be used as an educational tool for teaching children. It discusses Squeak's pedagogical aspects like goals, instructional design, accuracy, and motivation. It also covers technical aspects such as navigation, presentation, user-friendliness. Finally, it provides an overview of how Squeak can engage students and make abstract concepts more hands-on through visual programming and modeling.
Helping others cat 250 power point
Project-based learning is a student-centered teaching method where students gain knowledge through hands-on projects related to real world experiences. It encourages collaboration, communication, and critical thinking. Projects can last a class period or all year, and students compile information to perform tasks and present their findings. This helps students understand, apply, and retain the material.
The current unit focuses on helping students learn safety through creating posters for kindergarteners. Students will cut out pictures of safe and unsafe items and match them with their opposites. The teacher will guide picture selection while parents can provide additional images. Students are responsible for pairing pictures and presenting to their peers to practice collaboration and public speaking. The unit meets standards around vocabulary and
More Related Content
Viewers also liked
School training module eighteen, safety and autism
The document outlines 19 training modules on autism spectrum disorders for educators. It focuses on safety considerations for students with autism, including emergencies, dangerous situations, and strategies to use at home and in the community. Identification, behavior, abuse, and neglect are also discussed. Teachers are reminded to watch for signs of issues and know reporting procedures as they are mandatory reporters of abuse and neglect.
School training module fifteen working together as a team
This document outlines training modules for supporting students with autism spectrum disorders. It discusses the importance of collaborative teams that include various professionals, parents, and the student. Effective team models include multidisciplinary, interdisciplinary, and transdisciplinary approaches. The transdisciplinary model has advantages like specialists providing integrated services and regular information sharing between team members. The document emphasizes that the goal of paraprofessional support is to promote student independence over time through strategies like peer support and fading assistance. Ethical practices for paraprofessionals are also reviewed.
School training module twelve,understanding behavior in stud
This document outlines training modules on autism spectrum disorders for educators. It discusses 21 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environment, communication, behavior, social skills, and transitioning to adulthood. A key point is that behaviors must be understood in context by examining antecedents and consequences to determine the function or motivation behind them. Reinforcement, whether positive or negative, plays an important role in influencing behavior and students with autism often require reinforcement to encourage participation and learning. The document stresses finding each individual student's unique reinforcers.
Autism and Leisure Skills to Teach
The document outlines a training series on autism spectrum disorders. It includes 21 modules that cover topics such as defining autism, physical and cognitive characteristics, communication, behavior, social skills, leisure skills, and transitioning to adulthood. One module focuses on teaching leisure skills to students with ASD, noting that they may not learn or have limited leisure skills and interests without being taught. It recommends teaching new activities that build on their interests to increase choice, using their special interests to guide activities, and breaking activities into simple visual steps with help and practice.
School training module nine, communication and autism
This document outlines training modules on autism spectrum disorders provided by the Regional Autism Advisory Council of Southwest Ohio. It covers topics like defining autism, characteristics, cognition, learning, classroom environment, reinforcement, sensory differences, communication, behavior, social skills, functional behavior assessment, adolescence issues, and more. Key points are that communication can be difficult for those with ASD and may involve nonverbal methods, repetition, or challenges with understanding language. Visual supports are recommended to help with communication and choices. Care should be taken with word choice, speed of speaking, and not discussing behaviors while the individual is upset.
Social Skills in the School Environment
This document outlines training modules for teaching social skills to students with autism spectrum disorders. It discusses how social skills must be explicitly taught through strategies like social scripts, social stories, video modeling, and power cards. These strategies use the student's interests and provide visual supports to teach appropriate behaviors in social situations. Regular practice of the social skills in different settings is important for students to learn the skills.
School training module seven,autism and sensory differences
This document outlines training modules for understanding autism spectrum disorders. It focuses on module seven which discusses autism and sensory differences. Students with ASD often experience differences in processing sensory input. They may overreact or underreact to sounds, sights, smells, tastes, touches, and movement. Preparing students for upcoming sensory experiences and avoiding unexpected stimuli can help reduce anxiety. The document provides examples of sensory sensitivities and strategies to support students.
School training module four,getting the student ready to lea
The document outlines a training series on autism consisting of 21 modules. It discusses strategies for engaging students with autism, including floor play to build social interactions, structured table work focusing on joint attention and imitation, teaching basic play and social skills, and using demand fade to teach new skills. The goal is to actively engage students through meaningful learning experiences tailored to their needs and motivation.
Cognition and Learning in Autism
The document outlines 21 training modules on autism spectrum disorders. Module 3 focuses on cognition and learning in autism, noting there is a wide range of cognitive ability from intellectual disability to gifted. It provides strategies for teaching students with autism such as using visuals like objects, pictures and words to help with learning as visuals mean more than verbal instructions alone. The key idea is that students with autism can learn, and teachers must find the best methods for teaching each student.
School training module five,structuring the classroom enviro
The document outlines 20 modules for training on autism spectrum disorders. It discusses the importance of considering physical structure, visual supports, and work systems when arranging classrooms for students with autism. Specifically, it emphasizes that the physical layout and organization of furniture and materials can help reduce sensory overload. Visual supports like schedules, directions and labels are described as crucial for improving predictability, independence, and reducing anxiety. Work systems are presented as a way to clearly define tasks and expectations to promote engagement and independent completion of skills.
School training module eight, sensory in the classroom
The document outlines a training series from the Regional Autism Advisory Council of Southwest Ohio on autism spectrum disorders. The training consists of 21 modules covering topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, and more. One module discusses addressing sensory needs in the classroom through individualized sensory diets created by occupational therapists. Sensory diets involve activities throughout the day to help students regulate and be ready to learn.
Physical Characteristics of Autism
This document outlines 21 training modules on autism spectrum disorders. It discusses several physical challenges students with ASD may experience, including difficulties sensing and expressing pain, stomach and digestion issues, eating problems, sleep difficulties, and potential for seizures. Key recommendations include paying close attention if a student's behavior changes dramatically, as this could indicate pain or illness.
Asperger Syndrome Managing and Organizing the Environment
The document outlines training modules for teaching about autism spectrum disorders. It describes 20 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, social skills, and transitioning to adulthood. It also provides characteristics and strategies specific to students with Asperger's syndrome, such as difficulties with social skills, sensory issues, and organizational skills. The training emphasizes using visual supports and clear routines to help students with autism comprehend lessons and manage their environment.
School training module twenty one, asperger syndrome social skills
This document outlines training modules on autism spectrum disorders. It focuses on module 21 which addresses social skills deficits seen in all students with Asperger syndrome. Specifically, it discusses the "Hidden Curriculum" - unwritten social rules and norms that neurotypical students intuitively understand but must be explicitly taught to those with Asperger syndrome. Key social skills like those that differ by gender, age, and social context should never be assumed known and must be systematically reinforced across environments.
Child care training module eleven updated safety
This document provides an overview of safety considerations and strategies for children with autism spectrum disorder (ASD). It discusses emergency responses, dangerous situations, identification, safety strategies at home and in the community, and managing behavior to prevent safety issues. The key ideas are that children with ASD may not recognize dangerous situations or be able to communicate in emergencies, so identification and planning are important to promote their safety.
Child care training series module ten updated play
The document describes a training series on autism spectrum disorders consisting of 11 modules that cover topics such as the characteristics and signs of autism, cognition and learning in autism, communication challenges, behavior issues, functional behavior assessment, and teaching play skills to children with autism. The specific section summarized discusses how play skills need to be directly taught to children with autism as they may not learn them automatically, and outlines strategies for increasing play skills such as adapting activities to interests and abilities, breaking skills into steps, using visual and physical prompts, providing choices, and initially practicing with an adult before peers.
Using Reinforcement in the Classroom
This document outlines training modules for teaching about autism spectrum disorders. It discusses 20 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, social skills, and transitioning. It emphasizes the importance of reinforcement and describes strategies like using rewards, praise, and preferences to motivate students. Reinforcers need to be tailored to each individual student and assessed frequently as their interests may change. Providing ample opportunities to earn reinforcement is key to building new skills.
School training module 1 autism defined and overview
This document outlines the modules of a training series on autism spectrum disorders. It defines autism as a brain-based disorder that affects social interaction, communication, and causes repetitive behaviors. There are three main types of autism spectrum disorders: autistic disorder, Asperger syndrome, and PDD-NOS. Autism affects each person uniquely and is more commonly diagnosed in boys than girls. While the causes are unknown, the prevalence of autism has been rising in recent decades.
Viewers also liked (18)
School training module eighteen, safety and autism
School training module eighteen, safety and autism
School training module fifteen working together as a team
School training module fifteen working together as a team
School training module twelve,understanding behavior in stud
School training module twelve,understanding behavior in stud
School training module nine, communication and autism
School training module nine, communication and autism
School training module seven,autism and sensory differences
School training module seven,autism and sensory differences
School training module four,getting the student ready to lea
School training module four,getting the student ready to lea
School training module five,structuring the classroom enviro
School training module five,structuring the classroom enviro
School training module eight, sensory in the classroom
School training module eight, sensory in the classroom
Asperger Syndrome Managing and Organizing the Environment
Asperger Syndrome Managing and Organizing the Environment
School training module twenty one, asperger syndrome social skills
School training module twenty one, asperger syndrome social skills
Child care training series module ten updated play
Child care training series module ten updated play
School training module 1 autism defined and overview
School training module 1 autism defined and overview
Similar to School training module ten, communication in the classroom
Educationaltechnologyhandout2016
This document discusses educational technology and its use in classrooms. It defines educational technology as the study and practice of facilitating learning through technological processes and resources. It then discusses several technologies commonly used in traditional classrooms, such as chalkboards, flashcards, charts, and role-playing. It also discusses newer technologies like computers, websites, blogs, wikis, and podcasting. The document outlines benefits of educational technology like easy access to materials, student motivation, and differentiated instruction. It also discusses using the internet to support learning and professional development. Finally, it discusses trends in educational technology like projected materials, audio materials, and interactive materials.
Serving Children with Autism Spectrum Disorder Workshop: Part 2 (October 2017)
This document discusses resources and instructional strategies for serving youth with autism spectrum disorder (ASD) in libraries. It identifies print and digital resources that work well for youth with ASD, such as predictable books and apps. Effective reading strategies include using visual cues, modeling think-aloud reading, and creating picture books. Instructional strategies like discrete trial training, direct instruction, and constructivist approaches are outlined. The document also provides tips for story hours, incorporating technology aids, addressing sensory and language issues, and planning autism-friendly programming.
Evaluation of CAI
The document describes multimedia software called Squeak that can be used as an educational tool for teaching children. It discusses Squeak's pedagogical aspects like goals, instructional design, accuracy, and motivation. It also covers technical aspects such as navigation, presentation, user-friendliness. Finally, it provides an overview of how Squeak can engage students and make abstract concepts more hands-on through visual programming and modeling.
Helping others cat 250 power point
Project-based learning is a student-centered teaching method where students gain knowledge through hands-on projects related to real world experiences. It encourages collaboration, communication, and critical thinking. Projects can last a class period or all year, and students compile information to perform tasks and present their findings. This helps students understand, apply, and retain the material.
The current unit focuses on helping students learn safety through creating posters for kindergarteners. Students will cut out pictures of safe and unsafe items and match them with their opposites. The teacher will guide picture selection while parents can provide additional images. Students are responsible for pairing pictures and presenting to their peers to practice collaboration and public speaking. The unit meets standards around vocabulary and
Communication and Autism
This document outlines training modules on autism spectrum disorders provided by the Regional Autism Advisory Council of Southwest Ohio. It covers topics like defining autism, characteristics, cognition, learning, classroom environment, reinforcement, sensory differences, communication, behavior, social skills, functional behavior assessment, adolescence issues, and more. Key points are that communication can be difficult for those with ASD and may involve nonverbal methods, repetition, or challenges with understanding language and making choices. Visual supports are recommended to help with communication.
Percents
This document contains a needs assessment and lesson plan for teaching 7th and 8th graders about percentages. The needs assessment analyzes the learners, content, and potential challenges. It also outlines how the lesson will accommodate different learning styles and abilities using multimedia. The lesson plan states the academic standard, objectives, materials, and procedures. It describes how the content will be presented using a PowerPoint with audio. Formative and summative assessments are built into the lesson through questions, partner work, and a project applying the skills. The reflection identifies areas for improvement, such as simplifying examples and adding a follow-up lesson applying the concepts.
Tie300 Lesson Plan
The lesson plan is for a 2nd grade social studies class. The learning objective is for students to create a slideshow about their community using PowerPoint. The teacher will introduce PowerPoint and show students how to add pictures and text to their presentations over multiple class periods. Students will work individually on their slideshows with teacher assistance. To assess learning, the teacher will use a checklist to evaluate if each student created a slideshow with at least 3 slides and appropriate pictures. After completing the presentations, students will share their work and discuss it with the class.
Spnd 456 second weekend simmons december 2010
This document discusses assistive technology for students with high incidence disabilities, particularly in math. It outlines some common difficulties students may experience in math calculations, word problems, and understanding math language/symbols. Low-tech and high-tech assistive tools are presented for remediating math disabilities, including number stamps, calculators, digitized textbooks, and software like IntelliTools and Kidspiration. The document also discusses metacognition, executive functions, memory, organization, notetaking, study skills, and technology for students on the autism spectrum.
Inclusion in the Art Room
The document provides guidance for teachers on creating visual supports for students with autism, ADHD, and other special needs. It discusses the author's experience working with these students and developing visual tools like picture communication systems. Key recommendations include using consistent visual cues, teaching students how to understand and use the visuals, modifying supports over time, and keeping materials age-appropriate. Several websites for finding images and lesson ideas are also listed.
Technology Enhanced Unit_Revised
This document provides information about a 3-lesson unit on descriptive writing for 5th grade students. Lesson 1 focuses on sensory writing and having students create descriptive stories using their five senses. Lesson 2 teaches idioms and has students illustrate their own idiom in a comic or video before writing a short story. Lesson 3 continues practicing descriptive writing skills. The lessons aim to enhance students' creative writing through techniques like sensory details, idioms, and clear descriptions. Formative assessments include group projects, comics/videos, and exit tickets to check understanding of key concepts.
Assignments That Matter
The document describes a lesson plan called "Monster Swap" for grades 1-3. The lesson involves students descriptively writing about monsters they create, then exchanging descriptions with partners via email to draw each other's monsters. The lesson aims to develop writing, collaboration, and technology skills. Key aspects of the lesson including having students describe monster characteristics, email exchanges, drawing monsters from descriptions, and how the lesson aligns with educational standards.
Assignments That Matter F I N A L!
The document describes a lesson plan called "Monster Swap" for grades 1-3. The lesson involves students descriptively writing about monsters they create, then exchanging descriptions with partners via email to draw each other's monsters. The lesson aims to develop writing, collaboration, and technology skills. It connects to educational theories, standards, and the roles of educational professionals in designing lessons.
Assignments That Matter
The document describes a lesson plan called "Monster Swap" for grades 1-3. The lesson involves students descriptively writing about monsters they create, then exchanging descriptions with partners via email to draw each other's monsters. The lesson aims to develop writing, collaboration, and technology skills. Key aspects of the lesson including having students describe monster characteristics, email exchanges, drawing monsters from descriptions, and how the lesson aligns with educational standards.
School training module three,cognition and learning in autis
The document outlines 21 training modules on autism spectrum disorders for educators. It discusses the wide range of cognitive abilities in autism from intellectual disability to gifted. Key strategies for teaching students with autism include using visual aids like objects, pictures and words; teaching skills in each environment; and allowing extra time for processing information.
Lesson Plan - Interpersonal Communication
This instructional plan provides three lessons incorporating principles of interpersonal communication that teachers can apply to create an engaging learning environment and develop better teacher-student relationships. Lesson 1 focuses on communication in the classroom and includes activities using word processing, spreadsheets, and the internet. Lesson 2 addresses building rapport and includes creating a presentation and song. Lesson 3 involves using metaphors to improve communication and includes role playing, creating a presentation with clip art, and drafting a lesson plan. The overarching goal is to help teachers improve communication skills to enhance learning and relationships with students.
Visual supports seven shares
This document discusses visual supports for students with special needs who are often visual learners. It notes that visual communication is the most effective form of communication for most students. It provides examples of visual supports like schedules, routines, rules, checklists and organizers that can help students understand expectations and communicate their needs. The document emphasizes that visual supports should be used everywhere and can benefit all students, teachers, and staff by improving understanding and reducing anxiety.
Learning Is Enhanced By The Use Of Visual Aids
In higher education teachers often fail to exploit the instructional advantages of audiovisual materials. Teachers in some disciplines use media very heavily and we know that learning is enhanced by the use of visual aids because pictorial representations and symbols clarify verbal explanations and provide additional clues for memory. Effective teachers plan ways to engage the visual sense as an important part of the teaching process, regardless of what they teach. Visual aids are most often used to illustrate or reinforce lecture material, but they can also be used to stimulate discussion and encourage student participation.
Many of us have been the victims of teachers who used media poorly and some may feel that these materials are inappropriate for college-level instruction. As a practical matter, however, there are three factors that tend to keep us from using more instructional media: lack of awareness about their benefits, lack of knowledge about how to use them, and lack of media equipment in our classrooms.
The terms "instructional media" and "audiovisual aids" generally refer to materials that teachers use as lecture support (e.g., slides and transparencies) or as an additional learning stimulus for their students (e.g., films and videos). The term "instructional technology" traditionally includes these materials, but nowadays applies more often to computer-based media and electronic hybrids. As promising as some of these newer forms of media might be, their everyday application by faculty will only occur when classrooms are equipped with the appropriate technology. In this article, we are primarily concerned with the traditional forms of classroom media and their appropriate applications.
It is true that, in many fields, one can teach effectively with only blackboard and chalk, but instructors who do so may be missing an opportunity to be even more successful in their teaching. Blackboards have shaped our education from kindergarten through graduate school and we are loath to abandon an old friend, but as a lecture aid the blackboard has severe limitations. We spend valuable class time writing or drawing on the board, and if a lecture requires detailed diagrams, color-coding, or developmental sequences, the blackboard is inadequate to the job. The simplest audiovisual aids (slides or transparencies) can easily accomplish these tasks.
Researchers long ago settled the question of whether audiovisuals can improve learning - it is clear that they can - and current investigations focus instead on more complex questions, such as the ways media can stimulate critical thinking and help students develop a cognitive framework of the course material.
Source: https://ebookscheaper.com/2022/03/30/learning-is-enhanced-by-the-use-of-visual-aids/
Critical Thinking in 21st Century Education
This document discusses critical thinking and how technology can be used to develop these skills. It defines critical thinking as going beyond memorization to apply own thoughts to situations and form arguments or solve problems. Using tools like Twitter, Facebook, posters, blogs and movie maker can help examine concepts from multiple perspectives and identify patterns to make abstract connections. An example is provided of using these tools to have students critically think of ideas to solve poverty and hunger by creating videos, posters, movies and presenting on Facebook. The conclusion states critical thinking is essential for today's global society and technology can be used to develop these important skills in students.
Critical Thinking
This document discusses critical thinking and how technology can be used to develop these skills. It defines critical thinking as going beyond memorization to apply own thoughts to situations and form arguments or solve problems. Using technology like Twitter, Facebook, posters, blogs and movie makers can help students practice critical thinking by analyzing different perspectives and forming their own opinions. An example given is using these tools to have students critically think of creative ways to solve issues like poverty and hunger by presenting videos and campaigns. The conclusion states critical thinking is essential for today's global society and technology helps develop these important skills in students.
Critical Thinking Pillar
This document discusses critical thinking and how technology can be used to develop these skills. It defines critical thinking as going beyond memorization to apply own thoughts to situations and form arguments or solve problems. Using technology like Twitter, Facebook, posters, blogs and movie makers can help students practice critical thinking by analyzing different perspectives and forming their own opinions. An example given is using these tools to have students critically think of creative ways to solve issues like poverty and hunger. The conclusion states critical thinking is essential for today's global society and technology helps develop these important skills in students.
Similar to School training module ten, communication in the classroom (20)
Serving Children with Autism Spectrum Disorder Workshop: Part 2 (October 2017)
Serving Children with Autism Spectrum Disorder Workshop: Part 2 (October 2017)
School training module three,cognition and learning in autis
School training module three,cognition and learning in autis
More from sworaac
Test module
The document outlines an 11-module training series on autism spectrum disorders for adults. The modules cover topics such as defining autism, characteristics, cognition, behavior, communication, leisure skills, adolescence, adulthood, safety, and more. Specific challenges in adolescence and adulthood discussed include potential increases in anxiety and aggression, importance of addressing sexuality issues, using medication appropriately to treat symptoms, ensuring regular medical checkups, daily precautions, and engaging in physical activity.
Adults with autism training module eight
The document outlines an 11-module training series on autism spectrum disorders for adults. Module topics include autism characteristics, cognition, learning, behavior, leisure skills, and safety. The training emphasizes understanding behavior through functional assessment of antecedents, behaviors, and consequences. Strategies are provided for addressing behaviors related to attention, escape, tangible rewards, and automatic responses by changing environmental factors rather than expecting changes from the individual.
Adults with autism training module eight v2
The document outlines an 11-module training series on autism spectrum disorders for adults. Module topics include autism characteristics, cognition, learning, behavior, leisure skills, and safety. The training emphasizes understanding behavior through functional assessment of antecedents, behaviors, and consequences. Strategies are provided for addressing behaviors related to attention, escape, tangible rewards, and automatic responses by changing environmental factors rather than expecting changes from the individual.
Guidance document for use 71411
The eleven adult training modules were developed by a regional task force to assist agencies in providing ongoing professional development to staff serving adults with autism. The modules cover general autism characteristics and specific strategies to better serve adults with autism. Each module can be reviewed in 10-15 minutes for self-study or used as part of formal group instruction. The modules are designed to be easily understood by all staff and use non-specialized language. Agencies are encouraged to download and distribute the modules to staff and family members for wider access to training resources.
Adults with autism training module eleven v2
The document discusses safety considerations and strategies for individuals with autism spectrum disorders. It covers emergency preparedness, dangerous situations, identification, home safety, community safety, behavior and safety. The key ideas are that individuals with ASD may not recognize dangerous situations or be able to communicate effectively in emergencies. Identification, knowledge of behaviors and safety protocols can help mitigate risks.
Adults with autism training series module ten v2
The document outlines modules for a training series on autism spectrum disorders for adults. The modules cover topics such as defining autism, physical and cognitive characteristics, sensory differences, communication, behavior, leisure skills, adolescence, adulthood, safety, sexuality, medications, medical checkups, and physical activity. The document provides information and guidance on challenges individuals with autism may face as they age and strategies to address these challenges.
Adults with autism training series module nine v2
The document outlines an 11-module training series on autism spectrum disorders for adults. Module 9 focuses on teaching leisure skills to individuals with autism. It notes that leisure skills may not be learned automatically and must be taught. Suggested strategies include incorporating special interests, breaking activities into simple steps, using visual and physical cues, offering choices to prevent routines, and helping the individual participate in a variety of activities.
Adults with autism training module seven v2
The document outlines an 11-module training series on autism spectrum disorders for adults. The modules cover topics like defining autism, characteristics, cognition, communication, behavior, leisure skills, and safety issues. It emphasizes understanding why behaviors occur by analyzing antecedents and consequences, and that behaviors are motivated and can be changed by reinforcement. Reinforcement makes behaviors more or less likely, and individuals with autism often require frequent reinforcement to motivate learning and participation.
Adults with autism training module six v2
The document outlines modules in an adult training series on autism spectrum disorders. It discusses four categories of behaviors commonly seen in autism - social interaction, activity level, repetitive behaviors, and aggression. For each behavior, it provides examples of where a person with autism may fall on the spectrum and suggests strategies to address challenges. The overarching message is that challenging behaviors often communicate an underlying need, so the goal should be understanding the reason for the behavior before attempting to change it.
Adults with autism training series module three v2
The document outlines an 11-module training series on autism spectrum disorders for adults. Module 3 discusses cognition and learning in autism, noting a wide range of cognitive ability from intellectual disability to giftedness. It emphasizes that people with autism can learn, and provides strategies to help teach them, such as using visual aids like objects, pictures and written words instead of only hearing instruction. The key idea is that visuals help with learning for those with autism.
Adults with autism training series module one v2 _2
This document outlines an 11-module training series on autism spectrum disorders for adults. It defines autism as a brain-based developmental disorder that affects social interaction, communication, and behavior. The modules cover topics like characteristics, cognition, sensory differences, communication, behavior, leisure skills, adolescence and more. It describes the different types of autism spectrum disorders and their prevalence compared to other conditions. While autism affects everyone differently, improved diagnosis and awareness have led to higher rates.
Adults with autism training module two v2
The document discusses some of the physical challenges commonly seen in autism spectrum disorders (ASD), including atypical experiences of pain, gastrointestinal issues like reflux and constipation, eating problems like being a picky eater or pica, sleep difficulties, and seizures. It notes that 70% of individuals with ASD have stomach or digestion problems and some tips for addressing sleep problems.
Adults with autism training series module four v2
The document discusses sensory differences that individuals with autism spectrum disorders may experience. It covers reactions and strategies related to sound, vision, smell, taste, touch, and movement. The key message is that behaviors in individuals with autism may be related to sensory over- or under-responsiveness, and preparing them for sensory experiences can help reduce negative reactions.
Adults with autism training module five v2
The document outlines an 11-module training series on autism spectrum disorders for adults. Module topics include defining autism, characteristics, cognition, learning, sensory differences, behavior, leisure skills, and issues in adolescence and adulthood. Key communication challenges discussed are difficulties with talking, understanding, choice-making, and comprehension of language. Visual supports like pictures are recommended to help with communication and understanding. The document stresses the importance of using simple language, avoiding assumptions, and considering that misunderstandings may be due to how people communicate with those on the autism spectrum.
School training module two,physical characteristics of autis
This document outlines 21 training modules on autism spectrum disorders. It discusses several physical challenges students with ASD may experience, including difficulties sensing and expressing pain, stomach and digestion issues, eating problems, sleep difficulties, and potential for seizures. Key recommendations include paying close attention if a student's behavior changes dramatically, as this could indicate pain or illness.
School training module twenty, asperger syndrome managing and organizing the env
The document outlines training modules for teaching about autism spectrum disorders. It describes 20 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, social skills, and transitioning to adulthood. It also provides characteristics and strategies specific to students with Asperger's syndrome, such as difficulties with social skills, sensory issues, and organizational skills. The training emphasizes using visual supports and clear routines to help students with autism comprehend lessons and manage their environment.
School training module thirteen, social skills. (2)
This document outlines training modules for teaching social skills to students with autism spectrum disorders. It discusses how social skills must be explicitly taught through strategies like social scripts, social stories, video modeling, and power cards. These strategies use the student's interests and provide visual supports to teach appropriate behaviors in social situations. Regular practice of the social skills in different settings is important for students to learn the skills.
School training module six, using reinforcement in the classr
This document outlines training modules for teaching about autism spectrum disorders. It discusses 20 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, social skills, and transitioning. It emphasizes the importance of reinforcement and describes strategies like using preferred items, tangible rewards, and praise to positively reinforce new behaviors. Reinforcers need to be tailored to each student's individual interests and preferences to be effective.
School training module one, autism defined and overview
This document outlines training modules on autism spectrum disorders provided by the Regional Autism Advisory Council of Southwest Ohio. It covers 20 topics related to autism including definitions of autism, characteristics, impacts on learning and behavior, diagnosis types, prevalence rates, facts and costs. The goal is to educate about understanding and teaching individuals with autism.
School training module nineteen special issues high school tr
This document outlines training modules for understanding autism spectrum disorders. It covers topics such as defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, social skills, sensory issues, and transition planning. Special issues for high school students with autism are also addressed, including maintaining supports as students age, social interaction difficulties which can lead to bullying, addressing sexuality issues proactively, and developing individualized transition plans by age 14. Teachers are advised to directly teach social skills and address topics like sexuality before problems occur.
More from sworaac (20)
Adults with autism training series module three v2
Adults with autism training series module three v2
Adults with autism training series module one v2 _2
Adults with autism training series module one v2 _2
School training module two,physical characteristics of autis
School training module two,physical characteristics of autis
School training module twenty, asperger syndrome managing and organizing the env
School training module twenty, asperger syndrome managing and organizing the env
School training module thirteen, social skills. (2)
School training module thirteen, social skills. (2)
School training module six, using reinforcement in the classr
School training module six, using reinforcement in the classr
School training module one, autism defined and overview
School training module one, autism defined and overview
School training module nineteen special issues high school tr
School training module nineteen special issues high school tr
School training module ten, communication in the classroom
- 1. The Basics of Autism Spectrum Disorders Training Series Regional Autism Advisory Council of Southwest Ohio (RAAC-SWO) RAAC Training Committee 2011
- 2. 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
- 3. 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
- 4. 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
- 5. Training Series Modules Module Twenty: Asperger Syndrome: Managing and Organizing the Environment Module Twenty-One: Asperger Syndrome: Addressing Social Skills
- 6. Big Idea The communication skills of students with Autism can vary from student to student.
- 7. 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.
- 8. Big Idea Communication systems should be utilized ALL the time in EVERY environment.
- 9. Communication Systems in the Classroom Communication 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
- 10. Examples of Communication Systems Picture 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.
- 11. Examples of Communication Systems 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).
- 12. Examples of Communication Systems Single pictures or written words
- 13. Examples of Communication Systems Voice Output Device-the student will push a picture on a device and the device will say the name of the picture
- 15. 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
- 16. Big Idea A student should always have a way to communicate what they are thinking.
Editor's Notes
- You-tube medical issues for Autistic people.
- Children pictures to replace