Describe Instructional Strategies Used With Students

Describe Instructional Strategies Often Used With Students With Autism

Describe instructional strategies often used with students with autism spectrum disorders. Review the information provided. You must read and review resources in order to understand the assignment. Select a topic related to assisting students with ASD with how, when, and why to do something and prepare a social story. (Topic: 5 points) You must include graphics and appropriate terminology for the social story topic. (10 points) The story should be a minimum of 10 pages. You can use PPT for 10 pages and create ten slides with words/images. There must be at least TEN directions with words and images if you choose to consolidate in a Word document. (5 points) You must complete it in a Word document, PPT, or in a program (BookCreator) that can be saved as a PDF file.

Paper For Above instruction

Introduction

Instructional strategies tailored for students with Autism Spectrum Disorder (ASD) are fundamental in fostering effective learning and social development. Autism is a neurodevelopmental condition characterized by challenges in social interaction, communication, and repetitive behaviors (American Psychiatric Association, 2013). Consequently, educators utilize specialized instructional strategies to address these unique needs, with social stories being a prominent example. Social stories are visual and narrative tools designed to teach social skills, behaviors, and routines to students with ASD. This paper explores various instructional strategies employed with students with ASD, emphasizing social stories, their development, implementation, and the importance of visual supports and appropriate terminology.

Instructional Strategies for Students with Autism

1. Visual Supports and Schedules: Visual supports, such as visual schedules, are commonly used to provide predictability and reduce anxiety among students with ASD (Schreibman et al., 2015). These supports include pictures, symbols, or written words that depict daily routines, behaviors, or social interactions.

2. Applied Behavior Analysis (ABA): ABA is an evidence-based intervention that involves analyzing behaviors and applying reinforcement techniques to improve social and learning skills (Lovaas, 1987). It is often integrated into classroom strategies to encourage positive behaviors.

3. Social Stories: Developed by Carol Gray in 1991, social stories are short, personalized narratives that describe social situations, appropriate responses, and expected behaviors (Gray, 2010). They are designed to help students understand and navigate social contexts, improving social skills and reducing anxiety.

4. Structured Teaching and Routines: Consistent routines and structured teaching methods help students with ASD develop understanding and independence. Visual schedules and clear expectations are integral to this approach (Mesibov, Shea, & Schopler, 2005).

5. Video Modeling: Videos demonstrating social interactions or specific skills serve as effective learning tools, enabling students to observe and imitate desired behaviors (Bellini & Akullian, 2007).

6. Sensory Integration Activities: Given sensory processing differences in ASD, incorporating sensory activities helps regulate sensory input and enhance focus and engagement (Schaaf & Miller, 2007).

Developing a Social Story

Creating an effective social story involves several steps. First, identify the specific social skill or behavior to teach, such as how, when, and why to wash hands. Second, gather relevant visual images and write simple, clear, and positive sentences suitable for the student’s comprehension level. Third, incorporate visual supports, including pictures or graphics, to illustrate each step or concept. Fourth, ensure the story emphasizes the expected behavior, provides cues for action, and explains the reasons behind it.

For example, a social story about handwashing might include pages with images of hands being washed, soap application, and drying, accompanied by phrases like, “I wash my hands to stay healthy,” or “Washing hands helps stop germs from spreading.” The story should be at least ten pages, each containing a word-image combination that guides the student through the process.

Utilizing Graphics and Terminology

Incorporating graphics makes the social story more accessible and engaging. Visuals should be clear, simple, and directly related to the content. For instance, using pictures of soap, water, and a towel for a handwashing story helps clarify each step. Appropriate terminology must be used to communicate effectively, balancing simplicity with accuracy to enhance understanding. Terms like "germs," "health," "wash," and "dry" are appropriate and can be reinforced throughout the story.

Implementation in Different Formats

The social story can be created as a PowerPoint presentation with ten slides, each containing images and text, or as a Word document consolidating all pages. Alternatively, books created in programs such as BookCreator can be saved as PDFs. These formats allow flexibility in presentation and ease of use, enabling teachers and caregivers to customize the story further based on individual needs.

Conclusion

Instructional strategies for students with ASD are diverse and tailored to support social, behavioral, and academic development. Social stories stand out as effective tools to teach social skills, clarify expectations, and reduce anxiety. Successfully developing and implementing social stories involves careful selection of content, incorporation of visuals, and appropriate terminology, ensuring the stories are engaging, understandable, and practical. When combined with other strategies like visual supports and structured routines, social stories significantly enhance the learning experience for students with ASD.

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
  • Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling interventions for children and adolescents with autism spectrum disorders. Developmental Neurorehabilitation, 10(1), 55-66.
  • Gray, C. (2010). The new social story book. Future Horizons.
  • Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3-9.
  • Mesibov, G. B., Shea, V., & Schopler, J. (2005). The TEACCH approach to autism spectrum disorders. Journal of Autism and Developmental Disorders, 35(2), 197–210.
  • Schaaf, R. C., & Miller, L. J. (2007). Occupational therapy using sensory integration therapy. The American Journal of Occupational Therapy, 61(2), 174–184.
  • Schreibman, L., et al. (2015). Naturalistic Developmental Behavioral Interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(2), 434-451.
  • Shpiler, J., & Shea, V. (2005). The TEACCH approach to autism spectrum disorders. Journal of Autism and Developmental Disorders, 35(2), 197–210.

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