The information in these slides was shared by Gauri Shirali-Deo, Sr. Manager Early Childhood Education, The Source for Learning, during the 2018 Annual Conference for the Virginia Association of Education for Young Children (VAAEYC) in Fredericksburg, VA on March 9, 2018. The content in these slides is intended to help session participants understand the components of Autism Spectrum Disorder (ASD), recognize the indicators of ASD, and learn strategies to support superior participation of children with ASD in the classroom.

1. Autism Spectrum
Disorder (ASD):
Scope, Signs, and Strategies
to Scaffold Meaningful
Participation in Early
Childhood Settings
Presented by
Gauri Shirali-Déo

2. Today’s Objectives
LEARNRECOGNIZEUNDERSTAND
Understand
of the
components
of ASD
Recognize the
indicators of
ASD
Learn strategies to
support superior
participation of
children with ASD
in the classroom

3. SCOPE

4. COMPONENTS
Communication &

5. INDICATORS

8. “Children with autism have
abnormally low brain activity in
the ventral striatum,”
the ‘reward center’ of the brain,
when given money or shown a
happy face
Scott-Van Zeeland A.A. et
al. Autism Res. 3, 53-67 (2010)
“Children with ASD have
diminished neural responses to
social rewards, and that this
deficit relates to social learning
impairments.”

12. Lights
Sounds
Smells
Touch
Tastes
Textures
Pressure

13. Strategies

14. Instructional Control

15. Clear structure and
routines

16. Visual Schedule

17. Presentation of
material/content

18. Link instruction to child’s interests

19. Break down tasks

20. Visuals to
show
finished
product

21. Social Stories

22. Social Stories

23. Social Stories

24. Social Stories

25. Social Stories

26. Concise and precise
Language

27. Avoid figurative
language

28. Address child by
name

29. Clear and fewer
choices

30. Very Specific social
rules

31. Clear rules in games
1. Keep your token on square number 1
2. Roll on the table
3. Count number of dots on die
4. Move your token the same number
5. If you land on a square that has the bottom of
the ladder go up to the top of ladder and repeat
steps 2, 3 and 4.
6. If not, leave token and wait for your buddies to
take their turns.
7. If you land on a square with a snake’s mouth
you must go down to the square with the end of
it’s tail.

32. Timers

33. Student centered reinforcement

34. Recognize signs of
anxiety

35. Seemingly rude or
aggressive behavior

36. Allow access to
repetitive behaviors
as reward

37. Reduce stimulation

38. 22 Tips for Teaching Students
with Autism Spectrum
Disorders
Autism Spectrum Disorder
Autism Spectrum Disorder:
Communication Problems in
Children
Social interactions not
rewarding for children
with autism
Executive Functioning
and Theory of Mind
The 45 Second Rule: Using
Wait Time to Increase
Student Success