Unstuck and On Target!: An Executive Function Curriculum to Improve Flexibility for Children with Autism Spectrum Disorders, Research Edition (2024)

Exceptionality A Special Education Journal A Parent-Implemented, Technology-Mediated Approach to Increasing Self-Management Homework Skills in Middle School Students with Autism

Individualized Educational Support Strategies for Students with Autism in Inclusive Classroom Settings Effective Practices Brief

Using structured work systems to promote independence and engagement for students with autism spectrum disorders

TEACHING Exceptional …, 2009

Mrs. Bonds was the district autism spe-cialist. She, along with teachers, thera-pists, and paraprofessionals, supported students with autism spectrum disor-ders (ASD) in preschool through 12th grade, across general and special educa-tion settings. Though the skills of the ...

Effective Transition Strategies for Students with Autism Spectrum Disorder

Students change activities from time to time – switching from one environment to the next, from classroom to the playgrounds, from one subject to another. However, students with autism spectrum disorder find it difficult to make such changes. They therefore need a special method for them to catch up with other students in their daily routines. These changes require that students be flexible in shifting their thoughts in response to situation demand (cognitive flexibility) which proves difficult for students with Autism Spectrum Disorder (van Eylen et al, 2011). Students with autism often struggle in the situations involving change. These challenges interfere with their behaviour when making changes. They often get anxious, become distressed, experience heightened aggressiveness or refuse to participate in the activity. This can be especially difficult if several verbal instructions are given at the same time as ASD students find it hard to simultaneously comprehend them because the environmental stimuli appear overwhelming (Kara et al., 2014). The need to find out support mechanisms for ASD students is undeniable. Research shows that one (1) out of one hundred and ten (110) have ASD (Autism and Developmental Disabilities Monitoring Network Surveillance Year 2006 Principal Investigators, 2009). This shows that ASD has perhaps higher prevalence than could be anticipated, underlining the need to undertake serious research into how to best help this special category of learners. Effective transition strategies help students with ASD to be more comfortable with their peers and less dependent on adults. These strategies also aid such students to be more predictable on the next activities hence reducing latency and resistant behaviours during transition (Schopler, 2005). These transition strategies can be applied before, during or after transition depending on the situation. Students with ASD often have difficulty understanding all verbal information and have challenges in transition as well. For such students the use of visual support systems could be an effective strategy. There are various strategies depending on the student’s behaviour change, understanding, where and when the challenging transition occurs.

A DETAILED LESSON PLAN SAMPLE FOR CHILDREN WITH SPECIAL NEEDS "Parts of the house"

I. OBJECTIVES At the end of the lesson, pupils should be able to: a) recall each part of the house; b) show appreciation of the lesson by actively participating in the discussion: and c) identify each part of the house through tracing, matching, cutting and pasting words to pictures

Activity Schedules, Computer Technology, and Teaching Children With Autism Spectrum Disorders

Structured flexibility: six case studies of how children with diagnosed autism develop independency in daily living activities

Scandinavian Journal of Disability Research, 2009

The aim of this study is to describe in what ways variation can be used in learning situations for pupils with autism to evoke deep understanding of activities in natural settings. The combination of variation and structure was designed to make each pupil discern new aspects of their ...

TEACHING Exceptional Children 2014 Sayeski 119 27 Classroom Management Plan

Five steps for developing effective transition plans for high school students with autism spectrum disorders

The Effectiveness of Direct Instruction Flashcards with Guided Practice Activities to Instruct Two Elementary Students Diagnosed with Autism Spectrum Disorder and Delays in Pre-Academics and Communication

– The purpose of the study was to evaluate the effectiveness of Direct Instruction (DI) flashcards in combination with guided practice activities to instruct two elementary male students diagnosed with Autism Spectrum Disorder. Both students had delays in pre-academics and communication. The study was conducted within a designed instruction classroom at a public school in the Pacific Northwest. The researcher's goal for the 7 and 9 year-olds was to master the names and sounds of the 18 most common lowercase letters of the alphabet and to generalize the newly acquired knowledge across settings and instructors. Throughout the study, a token economy system using pennies, stickers, or stamps was utilized in combination with specific praise to reinforce positive behaviors and focus. Participant 1's performance for identifying lowercase letters improved by 19% and mastered Set 1. For sounds, Participant 1's performance slightly increased by 12%. The DI flashcards in combination with the guided practice activities intervention proved to be ineffective for Participant 2 for sounds and lowercase letters.