Instructional Strategies
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_PECS - Picture Exchange Communication System
PECS can be considered a form of AAC, Augmentative and Alternative Communication. This form of communication can be useful for people of all ages with specials needs, such as autism. PECS pairs picture symbols with/or without words together on a small visual card backed with velcro. A person who uses PECS will typically have a binder or folder full of the visual cards and a sentence strip of velcro on the cover. Each visual card represents words used in communication such a “bathroom” and a picture of a toilet. For persons with limited communication PECS give them a voice. When a person using PECS needs to say something, such as a request, they will scan through their visual cards, pull the ones they want, then arrange them on the sentence strip, and then will show the strip to another individual. Some persons using PECS will also scan for the visual card they want and hand it directly over to another individual letting their needs and wants known in that exchange. For more information please visit the following websites: http://www.senteacher.org/Worksheet/6/PECS.xhtml -this is the national website for PECS. There is a ton of information on here about trainings, products, services, lesson plans, people to contact, upcoming events, and information about the PECS system and how to get started. http://www.pecsusa.com/ this website is a great starter tool for teachers and parents. There are premade visual cards on the site. It is free and easy to use. Also, there is information about the PECS approach and how to get started. --------------------------------------------------------------------------------------------------------- _ TEACCH - Treatment and Education of Autistic and elated Communication handicapped CHildren
It is a form of teaching style which is very structured. The physical environment in which a child sits is well organized and set up in a particular manner. Different aspect of the child’s day has different well defined spaces such as an area to read and an area to play. Picture schedules paired with or without words are set up across all aspects of one’s day in the same structured manner. Activities that are completed in a TEACCH classroom are structured with many manipulatives and hands on activities that get completed in an order. TEACCH can be implemented in the school setting and the home setting. It is more widely used in a Self-Contained classroom but with modifications it can be applied to a typical classroom environment as well. It is a lot of work in the beginning but once the routines are mastered it is easier. Because this structure is set the need for communication is as times limited and therefore not used. TEACCH is more widely used in a Self-Contained classroom but with modifications it can be applied to a typical classroom environment as well. For more information please visit the following website: http://www.autismspeaks.org/what-autism/treatment/training-and-education-autistic-and-related-communication-handicapped-children this is a trusted website that provides good background information about ASD. There is a video on this link that shows what TEACCH looks like and describes it well. This site also is easy to navigate and gives a lot of information about other strategies as well. --------------------------------------------------------------------------------------------------------- |
Discrete Trial
Training
(DTT)
An instructional intervention based on Applied Behavior Analysis (ABA) where skills are broken down and taught in steps, in a one-to-one instructional setting. The steps are repetitively presented to the student until mastery of the skill is demonstrated. If the student responds correctly, then the student receives positive reinforcement. If the response is incorrect or no response, then the teacher repeats the process but the next time also fprovides a physical prompt by guiding the student’s hand. Discrete Trial Training instruction uses least-to-most prompting where the student has access to reinforcement based on his/her level of independence with the skill being taught. The process is built on a model where the trials are broken down by an Antecedent, Behavior, and then a Consequence (ABC).
For more information refer to the following websites:
http://www.autismweb.com/ is a very informative website which carries links to various articles and papers and links to other resources and websites.
http://autismspectrum.illinoisstate.edu/resources/factsheets/discretetrial.shtml - This site is associated with the Autism Spectrum Institute at Illinois State University.
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An instructional intervention based on Applied Behavior Analysis (ABA) where skills are broken down and taught in steps, in a one-to-one instructional setting. The steps are repetitively presented to the student until mastery of the skill is demonstrated. If the student responds correctly, then the student receives positive reinforcement. If the response is incorrect or no response, then the teacher repeats the process but the next time also fprovides a physical prompt by guiding the student’s hand. Discrete Trial Training instruction uses least-to-most prompting where the student has access to reinforcement based on his/her level of independence with the skill being taught. The process is built on a model where the trials are broken down by an Antecedent, Behavior, and then a Consequence (ABC).
For more information refer to the following websites:
http://www.autismweb.com/ is a very informative website which carries links to various articles and papers and links to other resources and websites.
http://autismspectrum.illinoisstate.edu/resources/factsheets/discretetrial.shtml - This site is associated with the Autism Spectrum Institute at Illinois State University.
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_Applied
Behavior Analysis (ABA)
ABA is a method for students with autism, which derived from the scientific study of principles of learning and behavior. ABA starts with intense skill training that is based on a positive reward system. Advanced ABA involves practicing skills in a natural setting. ABA methods support students with autism to increase and maintain behaviors, to teach new skills, to reduce interfering behaviors, and generalize or transfer new behaviors to other more natural settings.
For more information refer to the following websites:
http://www.autismconnectmd.org; This website carries a lot of information, research, educational resources, and advocacy organizations for autism available to families in Maryland.
http://www.autismweb.com/ is a very informative website which carries links to various articles and papers and links to other resources and websites.
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ABA is a method for students with autism, which derived from the scientific study of principles of learning and behavior. ABA starts with intense skill training that is based on a positive reward system. Advanced ABA involves practicing skills in a natural setting. ABA methods support students with autism to increase and maintain behaviors, to teach new skills, to reduce interfering behaviors, and generalize or transfer new behaviors to other more natural settings.
For more information refer to the following websites:
http://www.autismconnectmd.org; This website carries a lot of information, research, educational resources, and advocacy organizations for autism available to families in Maryland.
http://www.autismweb.com/ is a very informative website which carries links to various articles and papers and links to other resources and websites.
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Verbal
Behavior Analysis (VBA)
VBA uses the principles of Applied Behavior Analysis and is a language intervention strategy that focuses on the development of functional communication. VBA is based on B.F. Skinner’s, the founder of Behaviorism, analysis of verbal behavior. In VBA sessions motivating conditions are established to teach language. High interest items and activities are selected to motivate and encourage the student to request the items and activities throughout the day. The distinction between the terms mand (requesting), tact (labeling, commenting), and intraverbal (responding to questions) are measured in VBA.
For more information refer to the following websites:
http://www.autismweb.com/ is a very informative website which carries links to various articles and papers and links to other resources and websites.
http://www.autismconnectmd.org; This website carries a lot of information, research, educational resources, and advocacy organizations for autism available to families in Maryland.
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VBA uses the principles of Applied Behavior Analysis and is a language intervention strategy that focuses on the development of functional communication. VBA is based on B.F. Skinner’s, the founder of Behaviorism, analysis of verbal behavior. In VBA sessions motivating conditions are established to teach language. High interest items and activities are selected to motivate and encourage the student to request the items and activities throughout the day. The distinction between the terms mand (requesting), tact (labeling, commenting), and intraverbal (responding to questions) are measured in VBA.
For more information refer to the following websites:
http://www.autismweb.com/ is a very informative website which carries links to various articles and papers and links to other resources and websites.
http://www.autismconnectmd.org; This website carries a lot of information, research, educational resources, and advocacy organizations for autism available to families in Maryland.
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Additional Resources:
Autism Internet Modules: "AIM is designed to provide high-quality information and professional development for anyone who supports, instructs, works with, or lives with someone with autism. Each module guides you through case studies, instructional videos, pre- and post-assessments, a glossary, and much more. AIM modules are available at no cost." This link is more geared towards educators, however, parents may also find it beneficial for specific strategies and resources.
"Heavy Work" Strategies for students in Middle and High School.
"Heavy Work" Strategies for students in Middle and High School.
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