This document discusses resources and instructional strategies for serving youth with autism spectrum disorder (ASD) in libraries. It begins by introducing ASD and identifying common characteristics. It then outlines various print and digital resources, reading strategies, instructional approaches, and learning activities that are effective for youth with ASD. These include using predictable books, non-fiction, visual supports, modeling, discrete trial training, visual schedules, and minimizing distractions. The goal is to provide structured, explicit instruction tailored to the individual needs of each youth.

1. Library Services
for Youth with ASD, Part 2:
Resources and instructional
strategies for youth with ASD
Dr. Lesley Farmer,
CSULB

2. Let me
introduce
myself

3. Learning Objectives
 Identify print resources that work well with youth having
ASD.
 Identify digital resources that work well with youth having
ASD.
 Discuss effective reading strategies for youth with ASD.
 Discuss effective instructional strategies for youth with
ASD.
 Discuss effective learning activities for youth with ASD.

4. Autism Spectrum Disorder (ASD)
 5 developmental disorders: Autistic Disorder, Rett’s
Syndrome, Childhood Disintegrative Disorder,
Asperger Syndrome, and Pervasive Development
Disorder
 Symptoms can range from mild to extreme
 Children manifest symptoms of this group of
disorders either at birth (early infantile autism) or by
the age of three (regressive autism)
 More boys than girls are affected by autism,
although diagnosed girls tend to have more severe
behaviors (American Psychiatric Association, 1994)
 Sensory system for people with autism differs from
others; body language may also differ

5. Universal Design
 Use accessible formats and methods, such
as ADA-compliant web pages.
 Keep processes simple, clear, intuitive.
 Provide choice and flexibility in seating,
resources, interaction, pacing.
 Encourage positive communication and
learning environment.

6. Getting Started
 Collaborate!
 Address full scope of deficits.
 Remember developmental sequences of
physical, communication, social skills.
 Keep child close to instructional area.
 Use speech and gestures.
 Be explicit and literal.
 Avoid libraryese and library idioms.
 Take advantage of teachable moments.
 Reduce behavior incompatible with learning.

7. Reading Experiences
 Jan prefers non-fiction because fiction forces his
thoughts to go beyond the literal.
 Michael loves Harry Potter, and has read the series
repeatedly.
 Sean runs around the room when the librarian is telling
the story, but he understands it.
 Karen has read all of the library’s biographies.
 Miguel rocks gently while poetry is read aloud.
 Tommy enjoys punching his favorite phrase on a story
available on the iPad; the VoiceOver app provides a
gesture-based screen reader.

8. Reading Preferences
 Predictable books: chain, cumulative, Q/A,
pattern, repeated phrase
 Formulaic stories and series
 Non-fiction (might just look at pictures)
 Rhymes and songs
 Motor skills books
 Visual discrimination and wordless books
 Realistic fiction
 NF graphic novels
 Periodicals

9. Make Print Resources Accessible
Stabilize (laminate, clip, make lay flat).
Enlarge.
Add parts.
Simplify.
Make more familiar and or concrete.
Add cues.
Add sensory experience.
Provide props and realia.

10. Reading Difficulties
 Difficulty sounding out words
 Auditory problems
 Limited experiences and vocabulary
 Difficulty determining main idea
 Abstractions
 Not motivated to share reading
 Limited metacognition
 Note: hyperlexia (decode without meaning)

11. Reading Strategies
 Word games: MadLibs, Pictionary, etc.
 Softly beating time to poetry
 Thematic word walls with image cues
 Closed captioning
 Making predictions
 Modeling think-aloud reading strategies
 Retelling and dramatizing stories
 Creating picture (and other) books

12. Story Hours
 Have unique defined space (carpet squares)
 Have fidget toys
 Do opening and closing rituals
 Have predictable rules for behavior
 Use themes
 Repeat a story/song/poem from prior session
 Incorporate visuals and props (multi-sensory)
 Provide alternative ways to participate
 Designate a story hour buddy
 Don’t expect response

13. Advantages of Tech Aids
 Involves kinesthetics
 Provides a variety of input options and info
formats
 Facilitates non-verbal response
 Can be used repeatedly
 Can be highly structured with discrete stimuli
or activities
 Can be very predictable and patient
 Usually doesn’t require high social skills

14. Mainstream Technologies
 Interactive whiteboards
 Games (http://sites.google.com/site/autismgames)
 Digital tablets (iPad, etc.)
 Mobile apps (Squidalicious)
 Virtual worlds
 Avatars
 Blogs

15. Low End Assistive Tech
 Dry erase boards
 Clipboards
 3-ring binders
 Manila file folders
 Photo albums
 Laminated PCS/photographs
 Highlight tape, etc.
Wisconsin Department of Public Instruction

16. More Sensory
Strategies

17. Physical Accommodations

18. Mid Level
Assistive Technology
 Battery operated devices or
"simple" electronic devices
 Tape recorders
 Big Mack recorder
 Language Master
 Overhead projectors
 Timers
 Calculators

19. High End
Assistive Technology
 Touch screens
 Communication boards with
symbols (e.g., Boardmaker,
IntelliKeys)
 Voice output devices
 Cameras (still and video)

22. Video and Animation Training
Activity Trainer

23. Matching Technology with Child
and Learning Objective
 Use most stable, low-tech solution
 Think accessibility
 Can child manipulate the technology
independently and comfortably?
 Does the technology support content and
skill?
 Is the technology manageable in inclusive
site?
 What is the time frame required?
 Note: tech engagement ≠ learning

24. Incorporating
Technology Aids
 Employ universal design principles.
 Scaffold learning using technology.
 Photograph steps, people, concepts.
 Use visual rather than auditory stimulation.
 Use multimedia versions of a book that replicates
the original, and used with the print copy.
 Show video clips that demonstrate positive
behaviors in very concrete detail.
 Use software/web tutorials to teach skills (e.g.,
Reader Rabbit, MathBlaster)

25. AAC: Augmentative and
Alternative Communication
 Picture Exchange Communication System
 Keyboards/written tools
 Voice-output communication systems
 Library-specific vocabulary board

26. Instructional Strategies:
Direct Instruction
 Give objective and concrete benefit
 Do step-by-step processes
 Provide lists
 Use presentation tools
 Incorporate a variety of senses
 Provide visual cues
 Give concrete examples
 Give study guides
 Model and reinforce correct responses

27. Discrete Trial Training
 Set objective, antecedent, behavior, and
criterion for mastery: e.g., find correct book
 Analyze skill and clarify sequence of steps
 Record effort, behavior, interfering behavior
 Provide reinforcer
 Build in discriminating training

28. Collaboration Training
 Identify tasks that require several people
 Identify different roles and skills
 Integrate independent work (e.g., research)
 Teach group processing skills
 Incorporate social stories and task cards
 Keep group members and vary roles (or v.v.)

29. Constructivist Strategies
 Builds on prior knowledge and skills so may
be hard (leverage youth’s interests)
 Connections between two concepts or
experiences may be personal
 Hard to develop new patterns (can sort into
existing categories)
 May arrive at unique conclusions (have
difficulty with cause and effect)

30. Visual Issues
 Use simple, well-labelled handouts.
 Use calming light and muted colors.
 Minimize visual distractions.
 Face the group.
 Write in large letters in high contrast.
 Place a black surface under worksheets.
 Use closed captioning.
 Create vocabulary cards that include image.
 Do visual detail activities.

31. Language Issues
 Poetry, humor, irony may be difficult
 Paralinguistics (tone, stress) may be difficult
 Simplify language.
 Ask binary questions: Did he eat a cake or a
pie?
 Ask literal discrete questions.
 Teach “wh” questions.
 Provide structured sentence templates.
 Use graphic organizers.

32. Echolalia and Perseveration
 Echolalia: echo/repeat same word/phrase
 Perseveration: repeat phrase after stimulus
ends
 Determine “trigger”: interaction, self-
regulation, drawing attention, resisting
 Redirect attention
 Assure and teach support

33. Learning Activities
 Parallel play, learning, and reading
 Ask youth to serve as subject/process expert
 Use library processes to teach social skills:
circulation, book handling, circle time, lining
up
 Games teach coordination, social interaction,
pattern recognition, memory, literacy
 Focus on effort and mastery rather than
competition
 Balance repetition and variety

34. “If you’ve met one person with autism,
you’ve met one person with autism.”