Category Archives: SPED Support Strategies

Special Education Support Strategies

Where to start! Teaching students with Autism: Foundational Evidence Based Practices (EBPs)

When we look at high quality interventions for students with Autism Spectrum Disorder (ASD), we want to learn the foundational SIX EBPs first! When teachers are able to intervene and use strategies with fidelity, students have better outcomes!

This is one of my new lectures that I am posting here. I hope to empower and teach new teachers and parents.

I would love to hear how you are able to incorporate these foundational interventions into your work with students!

Thank you for being an inclusive educator!

Sarah

Autism Spectrum Disorder and the Secondary Student

Autism and the secondary student

  • As a teacher, have you ever noticed there is less information and supports for students with ASD in the secondary age group?
  • Have you wondered what to look out for and how to support students with autism in your secondary class?
  • Do you know why girls with autism present differently than boys with autism?

Video Lecture

The video lecture linked below has some of the answers to these questions… The intended audience is general education pre-service or inservice teachers and anyone interested in learning more about ASD! Thank you for your commitment to being an inclusive educator and supportive advocate for students with ASD.

Respectfully,

Sarah

UDL and Distance Learning

Universal Design for Learning #UDL

Universal Design for Learning (UDL) should be the bedrock and foundation in which we design any distance learning curriculum. I teach in higher education and encourage my future teachers to become flexible educators who use UDL strategies whenever possible!

Universal Design as a Support For All students

UDL strategies can be used for all students in your class to minimize barriers and maximize learning opportunities. I would love for you to watch this video lecture which describes UDL in more depth.

Additional UDL Resources

I highly recommend you listen to some of the prerecorded webinars from OCALI about UDL here…https://www.ocali.org/center/udl.

Thank you for your commitment to being an inclusive educator!

Respectfully,

Sarah

10 Tips for preventing ASD meltdowns

My college students who are going to become general education teachers often ask me “how do you handle autism meltdowns?”

I have given my top 10 suggestions for handling them which entail preventative strategies to start with!

Please watch the video and subscribe to my YouTube Channel and Blog.

The links for the free resources mentioned in the video are here:

https://www.teacherspayteachers.com/Product/ASD-Sensory-accommodationssupports-tracker-4994260 ASD sensory support tracker and https://www.teacherspayteachers.com/Product/ASD-Sensory-accommodationssupports-tracker-4994260

Thank you for reading and following!

Sarah

ASD sensory support suggestions and tracking form

The sensory supports are in four categories: 

  • Support for sensory seekers
  • Strategies for low registration (passive) 
  • Suggestions for students who are sensitive to stimuli 
  • Strategies for students who avoid sensory stimuli 

You can find the resource here: https://www.teacherspayteachers.com/Product/Autism-Spectrum-Disorder-ASD-Sensory-accommodationssupports-tracker-4994260

*Ensure you have consulted with the student’s Occupational Therapist (OT) and case manager for specific sensory supports. This resource is a general list of suggestions to try. This resource is not intended to replace expert advice from specialist who know the student.

Sarah

Countdown visual for help with homework

This countdown visual is an example of how a visual can show the learner exactly how many items or tasks needs to be completed. Countdown visual supports can be used for any multi-step task.

How to use

  • Print in full color on card stock. laminate and use velcro to help the numbers stay down when tasks are completed.
  • Start with all five numbers showing. You can modify this if you only have a couple of tasks that need to be completed.
  • Have the learners pre-determine what they want to work for.
  • As pages of the homework are complete, have the learner put numbers down to count down.
  • Eventually all of the numbers will be put down and the learner can earn their pre-determined reward.

Visual support for autism

Visual Support is one of the 27 Evidence Based Practices identified by the The National Professional Development Center for Autism Spectrum Disorder (NPCASD). https://autismpdc.fpg.unc.edu/national-professional-development-center-autism-spectrum-disorder

Please watch this video showing how to use this strategy to help complete homework…

He had five pages to complete so we started with all 5 tabs open.

Thank you for reading and following my blog and YouTube channel.

Sarah

Reference:

Self-Management Cards and Autism

Self-Management Card for Kindergarten

Self-management systems are

“behavioral strategies used to assist students with autism spectrum disorder in monitoring their own behaviors and administering their own rewards.”

Laura J. Hall

This is a personal application of a behavior change tactic that produce a desired change in behaviors.

Student with ASD are able to monitor their own progress with acquiring new skills and decrease problem behaviors with self-management systems. From a young age, self-management strategies are an important part of encouraging independence. It is also an evidence based strategy. 

How self-management cards help students with ASD:

Self-management allows students with autism who typically have poorly developed self-management skills to participate in the development and implementation of their own behavior management.

Students are being instructed to:

(a) observe specific aspects of their own behavior

(b) provide an objective recording of the occurrence or non-occurrence of the observed behavior.

The student is in charge of determining if they engaged in a specific behavior. Research shows “the activity of focusing attention on one’s own behavior and the self-recoding of these observations can have a positive relative effect on the behavior being monitored.” 

Questions to consider

  • What is the target behavior?
  • In what settings will the student self-monitor?
  • What type of promo (cue) is most appropriate?
  • How often will the student self-monitor?
  • What external incentive or reward will be given?

There are certain steps that have been outlined that I will share here:

Here are the steps necessary for implementing self-management systems

  • Step 1: Identify preferred behavioral targets
  • Step 2: Determine how often students will self-manage behaviors
  • Step 3: Meet with the student to explain the self-management procedure
  • Step 4: Prepare a student self-recording sheet
  • Step 5: Model the self-management plan and practice the procedure
  • Step 6: Implement the self-management plan
  • Step 7: Meet with the student to determine whether goals were attained
  • Step 8: Provide the rewards when earned
  • Step 9: Incorporate the plan into a school-home collaboration scheme
  • Step 10: Fade the intervention

Have you used self-management systems? What are your thoughts?

(source-The Best Practice Guide to Assessment And Intervention For Autism Spectrum Disorder In Schools 2nd edition by Lee A. Wilkinson)

https://www.amazon.com/Practice-Assessment-Intervention-Spectrum-Disorder/dp/1785927043/ref=sr_1_fkmr0_1?keywords=The+Best+Practice+Guide+to+Assessment+And+Intervention+For+Autism+Spectrum+Disorder+In+Schools+2nd+edition+by+Lee+A.+Wilkinson&qid=1558837133&s=gateway&sr=8-1-fkmr0