Instructional+Strategies

As stated in previous pages, ASD is a spectrum of disorders. This means that there is no one right way to treat or teach someone with an ASD. The strategies you use for a nonverbal five year old with autism will be very different from the instructional strategies you utilize with an exceptional teenager with asperger's syndrome. The following links are very useful in finding strategies to use with students anywhere on the spectrum.

[|Teaching Students with Autism-A Guide for Educators] (Saskatchewan Ministry of Education)

[|Teaching Students with Autism-A Resource Guide for Schools] (British Columbia Ministry of Education)

[|Teaching Students with Autism Spectrum Disorders] (Alberta Learning)

The following three strategies are concrete examples that we feel we can easily and successfully integrate into our teaching.

=__1. Story Based Interventions (Social Stories)__= __Description:__ A social story is a description of a social situation that includes the social cues and appropriate responses. It is written for a specific situation for an individual student. Social stories with scripts can be used to develop conversation skills and communication appropriate to specific social contexts and situations. The goal of social stories is to share accurate information in a manner than is patient and reassuring for the reader. The goal of a social story should never be to change the individual's behavior, but to improve the individual's improved understanding of "events and expectations may lead to more effective responses" ([|Carol Gray site]).

Carol Gray is a former consultant with autism spectrum disorders in Jenison, MI and is an internationally-recognized author and presenter. She first defined social stories in 1991, and since then, story based interventions has increased as a strategy for autism spectrum disorders. Watch the following video of Carol Gray describing social stories.

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__Benefits:__ Utilizing social stories has many benefits for a student with an autism spectrum disorder. Research indicates that social stories help teach social skills, introduce changes/routines, reduce stereotypical behaviours, and reduce inappropriate behaviours such as aggression and tantrums. Teachers report that they generally use Social Stories to "target a wide range of behaviours including the teaching of social skills (91%), the reduction of inappropriate behaviours (91%), and the introduction of changes/new routines (87%)" ([|Reynhout article]).

Individuals with autism are said to lack //theory of mind//. This means that they "lack understanding that others have their own thoughts, feelings, plans, and points of view" and therefore, they have difficulty understanding the expectations of others ([|Social Stories Site]). They also lack the ability to predict what others will say or do in social situations. Individuals with an ASD have to be taught social skills and do not pick up social cues that others do. Social stories attempt to address the "theory of mind" impairment by giving individuals with an ASD the perspectives on the thoughts, emotions, and behaviours of others. Social stories help a child better predict the action and assumptions of others and present information to children in a consistent matter. They also give the child a chance to practice the skills often and on his/her own terms.

__Disadvantages:__ A disadvantage of using social stories is that the success depends on the skill of the writer and ability to take the perspective of the autistic person. Other disadvantages include that some social stories use too many directive sentences, the writing may be above the cognitive development level of the child, the language choice may be too complex, and the story may be not specific enough to describe a situation for a desired response. Social stories need to be specifically created with an individual in mind in order to be a successful instructional strategy.

__Supporting Research Articles:__ Kuttler, S., Myles, B., & Carlson, J. (1999). Focus on Autism and Other Developmental Disabilities. //The Use of Social Stories to Reduce Precursors to Tantrum// //Behaviour in a Student with Autism. 13(3), 176-182.// []

Scattone, D., Wilczynski, S., Edwards, R., & Rabian, B. (2002). Journal of Autism and Developmental Disorders. //Decreasing Disruptive Behaviours of Children with// //Autism Using Social Stories. 32(6), 535-543.// []

Thiemann, K., & Goldstein, H. (2001). Journal of Applied Behaviour Analysis. //Social Stories, Written Text Cues, and Video Feedback: Effects on Social Communication// //of Children with Autism. 4(34), 425-446.// []

=__2. Picture Exchange Communication System (PECS)__= __Description:__ The picture exchange communication system is an instructional strategy to support people with ASD. There is emergeing evidence that demonstrates this is an effective strategy. A picture exchange communication system is a form of communication that uses pictures instead of words to help children communicate. It was designed specifically for nonverbal children with autism. When children first learn to use PECS, they are given a set of picture cards of favourite foods or toys. When the child wants one of these items, they hand the card to their communication partner, and the partner hands the child the food or toy. The process enforces communication. PECS can also be used to explain things within the child's environment. It is the hope that a child will begin to use natural speech as they understand the benefits of communication.

PECS is usually taught in 6 stages: [|Source of 6 Steps of PECS]
 * Stage 1:** The communication partner starts by making a list of the child's favourite foods. One of these foods is selected and made into a card. The card is placed in a clear container so that the child can see it but not get it. If the child appears interested in the picture, the communication parter can give the card to the child. The child is then prompted to hand the card back to the communication partner. When the communicator receives the picture the request is spoken out loud (eg. "Oh, you want the apple? Ok, you can have it!"). The item is then given to the child.
 * Stage 2:** The communicative partner moves slightly away from the child so that the child had to approach him/her to place the card in his/her hand.
 * Stage 3:** The child is then given more than one card and he/she has to decide the desired object. At this stage, you may use a communication board or binder to hold the cards.
 * Phase 4:** The child is given a card that says "I want ." This card is then used with the pictures to explain the desired object. At this stage, the children are communicating in full sentences.
 * Phase 5:** At this stage, the communicative partner asks the child directly "What do you want?". The communicative partner then waits to be handed a card.
 * Stage 6:** Once the child can use PECS fluently to more than one communication partner, the child is taught to communicate on something s/he observes. The communicative partner holds up an objet and asks "What do you see" at the same time pointing at the "I see " card. The child is then prompted to put the correct picture on the card. The parent then comments "Yes, I see the too!".

__Benefits:__ PECS is a successful strategy because without having to speak, a child is able to turn an inner desire into an external reward. These external awards are more useful than social awards for children with autism, especially in the early steps of communication. When nonverbal children with autism are trained with PECS, problem behaviours are often reduced because they have a way to communicate. PECS can also support social interactions in children because the child has to make the first move, but is not required to be verbal. PECS has a relative low cost and is suitable for use in many settings. PECS can also be taught relatively quickly.

__Disadvantages:__ Some parents and educators fear that since PECS is a nonverbal form of communication, there will be further delays in speech or even eliminate speech altogether. Also, if parents and teachers are not fully committed to using PECS, the child may not receive the constant reinforcement needed for PECS to be successful. This system can also be limiting when an individual becomes more advanced in his/her communication skills. A picture card is always required in order for a nonverbal child to communicate his/her ideas. If a picture is not available to represent an individuals ideas/thoughts, the child as well as the parent or teacher can become very frustrated.

__Supporting Research Articles:__ Charlop-Christy-M. (2002). Journal of Behavior Analysis. //Using the Picture Exchange Communication System (PECS) with Children with Autism: Assessment of PECS// //Acquisition, Speech, Social-Communicative Behavior, and Problem Behavior. 35(3), 213-231.// []

Bondy, A., & Frost, L. (1994). Focus on Autism adn Other Developmental Disabilities. //The Picture Exchange Communication System.// 9(3), 1-20. []

=__3. Read Alouds__= __Description:__ Read alouds are a part of almost every elementary classroom's daily routine. This part of the day is very important for children with an ASD, but these students often miss out on this opportunity because of the social skills and control they lack. Including children with an ASD in read alouds is, however, a vital part of literacy skill development in children with an ASD. These students are capable of engaging in a read aloud, but may need additional support within the environment. Suggested adaptations for these students include allowing them to stand up and listen to the story, sit in a rocking chair or on a exercise ball, follow along in a copy of the book, or use a self regulation tool, or "figet" throughout the read aloud (Kluth).

__Benefits:__ Like all students, listening to read alouds improves fluency and and helps students access literature they could not access on their own. Read alouds enhance their literacy development, but they also help students with an ASD understand more about human interaction. Many children with an ASD have trouble reading body language and understanding the emotions of others, due to their lack of "theory of mind". Listening to a teacher read a story with expression, may help a student understand the story being shared and also the postures, facial expressions, and use of volume and tone in speech. The student can gain a greater understanding of other's emotions, thoughts, and perspectives through read alouds.

__Disadvantages:__ If alternative tools and strategies are not provided to the student with an ASD during the read aloud, disadvantages could be associated with this practise. The student could possibly be very disruptive and reduce the opportunity to learn for the other students within the class. However, if modifications such as using self regulation tools and allowing the student to stand or sit in a rocking chair are implemented, this chance is significantly reduced.

__Supporting Research Articles:__ Kluth, P. (2007). Adapted from: A Land We Can Share: Teaching Literacy to Students with Autism. //Supporting the Literacy Learning of Students with Autism.// [] This article is from the website of Dr. Paula Kluth. It, along with many others on inclusive schooling, differentiated instruction, and literacy can be found at www.PaulaKluth.com. Visit now to read her Tip of the Day, read dozens of free articles, and learn more about supporting diverse learners in K-12 classrooms.

Kluth, P., & Darmondy-Latham, J. (2003). The Reading Teacher. //Beyond Sight Words: Literacy Opportunities for Students with Autism. 56(6), 532-535.// []