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University of Saint Mary

ED 420 Methods for Teaching Diverse Learners
Autism Paper
Lee Griffin

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As autism spectrum disability (ASD) becomes one of the most rampant disabilities in the
United States, it has manifested itself in one out of every 150 children domestically. The public
school system is significantly altered as the number of children with autism begins to increase.
Various research methods are needed to be put in place for students with autism spectrum
disorder within public schools when teaching this population of children. Some of the most
popular research methods are: Applied behavioral Analysis(ABA), Treatment and Education of
Autistic and Communication Handicapped Children(TEACCH), the Picture Exchange
Communication System(PECS), social stories, and the constant use of positive reinforcement.
Applied Behavioral Analysis(ABA) is the concept of studying and modifying observable
behaviors, of children with ASD, by manipulation of the environment. One of the models used
in the ABA research method is known as the ABSC model, which stands for: antecedent to the
behavior, the behavior itself, and the consequence that follows the behavior. In order for ABA to
be effective consistent, intense, constant feedback, and correction of the behavior is required. In
addition, parent and teacher participation is necessary for the child to be able to generalize the
target behavior and continuously act out this new behavior. The steps that need to be taken
within ABA are: 1) Identify behavior to be taught, 2) Identify possible reinforcers for the child,
3) Shape the behavior, 4) Prompt the behavior, 5) Fade the prompt, 6) Generalization, 7)
Maintain the behavior. Teaching children with autism using the ABA research method requires
one-on-one attention and instruction, especially towards the beginning then fading it out. In a
research that took place in 1987 by Lovaas, results showed nearly 47% of children who
undertook the ABA program achieved higher functioning in comparison to only 2% of the

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control group not receiving treatment. After intensive research has been shown that using the
ABA method can result in long term positive outcomes for children with autism, such as students
with ASD to be able to attend classes with their non-disabled peers at some point.
Another intervention technique that teachers should be familiar with when working with
children with ASD is the TEACCH program. TEACCH (Treatment and Education of Autistic
and Related Communication Handicapped Children) is a program that uses structured
teaching, which highlights the use of visual supports, to maximize the
independent functioning of a child with ASD and or other related
disorders(Hume & Odem, 2007). There are four critical components within
the TEACHH program that are essential for a teacher to know when using this
method which include physical structure and organization of the workspace,
schedules indicating details about the required task, work systems depicting
detailed expectations of the individual during the task, and the task
organization explicitly describing the learning task. One of the most
important parts about working with a child with autism spectrum disorder,
especially in an intervention like this, is to personalize the environment to
meet the unique and various needs of the child. For example, setting up a
room in the childs home to look like the classroom so they can begin
learning in the environment that is familiar to them and then moving to a
different environment like the actually classroom at school.
The next intervention technique that is valuable for a teacher working
with children with ASD is Picture Exchange Communication System(PECS).

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Mainly used to enhance the communication skills for children with ASD, PECS
uses a variety of symbols in order to teach the children how to associate
those with a desirable toy, person, or activity. Such symbols may include
photographs, drawings, pictures of objects, or the object itself. The three
instructional phases of PECS to teach a child with ASD are: 1) Request the
item and/or activity by giving the corresponding picture of symbol to them,
2) Generalize the activity, 3) Discriminate between two different activities.
PECS requires the teacher, and parent to teach the child how to request the
target activity by modeling it to them. Modeling consists of the teacher
doing the behavior first and then having the child do it. Shaping and
prompting the behavior is necessary in an intervention such as PECS as well.
Giving a child with ASD a brief descriptive story in order to better
understand a specific social situation helps them better visualize what to
expect in a future situation that they may not normally be used to. This
story is known as a social story, which describes a specific situation or skill,
social cues, or perspectives in common situations. The goal of a social story
is to expose the child to a better understanding of the event that they may
be in, which they are not used to. In order to promote a positive outcome,
encouraging alternative and proper responses is important for teachers to
implement. To help the child better understand what to expect in a given
situation teachers should create a personalized story for the child to fit the
unique circumstances of that specific child. Another encouragement that

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teachers should enforce is the replacement of the childs maladaptive
behaviors or promotes prosocial behaviors.
Positive reinforcement is one thing all teachers need to know when
working with children with autism spectrum disorder. Identifying possible
reinforcers is the first step in getting a new behavior to occur. Some
examples of positive reinforcers may be a favorite snack, hug, or desired toy
for the child. The positive reinforcement must be a tangible, constant, and
never changing action or object. Through all intervention techniques positive
reinforcement should continuously be used. One of the most important
aspects is to never fade out the positive reinforcement when fading out
prompting and other undesired behaviors.
Working with children with autism spectrum disorder can come with its
fair share of difficulties, but using techniques such as ABA, TEACCH, PECS,
social stories, and positive reinforcement can all help in the behavior and
social interactions of a child with ASD. Identifying effective interventions to
use with children with ASD can be challenging for both parents and teacher,
but through a vast amount of research the interventions that have been
presented can all show positive outcomes for children with ASD.
Autism is a growing disorder that is hard to keep track of. Each child
must be handled differently with Autism because it differentiates between
each individual child. Teachers must know that each child with Autism will be
handled different due to their behavior. Each child with Autism will function
differently so it is important for the teacher to have a safe environment for

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the student and encouraging the parents to be involved. Lastly and type of
reinforcement must be consisted and beneficial for the student.

Work Cited
Ryan, J. B., Hughes, E., Katsiyannis, A., McDaniel, M., & Sprinkle, C.
(2014). Research-Based Educational Practices for Students With Autism
Spectrum Disorders. Teaching Exceptional Children, 47(2), 94-102.
doi:10.1177/0040059914553207