D’Jon Pitchford 10

SPED 5326

Strategy Matrix: Organize Needs & Interventions

Disability: Autism Spectrum Disorder

Student’s Strengths: Exceptionally high skills in both math and science, Excellent rote memory
in both math and science, Visual learner, Good at understanding and working with rules, Detail
oriented

Common Disability Evidence-based Strategies

Characteristic
Academic
Guided Notes: When paired with lectures, guided notes provide
students with the most important information, while also retaining
Reading Comprehension their attention.
Challenge Purpose: Allows for student gain a better understanding of the
text.
Student has difficulty with Choral Responding: Allows teacher to solicit students
reading comprehension. understanding.
Purpose: Allows for the student to understand as a whole instead
of an individual.
Positive Self-talk: Teaches the student to stimulate self-concept.
Purpose: Allows for the student to recognize when they are doing
Transitioning Challenge
something positive when transitioning.
Choice Board: Student will be able to choose based on the choice
Student has difficulty
board menu how they will either speak to someone, high five them,
transitioning from one activity
or physically touch them.
to another.
Purpose: Allows for the student to identify different ways to
transition.
Social / School Skills
P.A.L.S.: Creates an opportunity for lower- achieving students to
assume an integral role in a valued activity.
Perspective Challenge
Purpose: Gives the student the opportunity to learn from a peer.
Think-Pair-Share: Maximizes participation (active engagement)
Student has difficulty seeing
helps focus attention, and engages students in
things from another person’s
comprehension.
perspective.
Purpose: Allows for the student to take their understanding and
come to reason with other students to get on the same page.
Good Behavior Game: Less off-task and aggressive behavior
Spacing Challenge which allows for maximize learning time in the classroom.
Purpose: Requires the student to maintain rules through creativity.
Student has difficulty Praise Notes: Helps clarify when tasks are being done correctly &
determining proper space encourages students to stay on task.
when around others. Purpose: Allows for the student to gain tangible understanding
through positivity.
 D’Jon Pitchford 10
SPED 5326

Behavior / Organization
Self-Regulation: Decreases problem behaviors by working for
Compulsive Behavior
target/appropriate actions.
Challenge
Purpose: Teaches the student to recognize and calm themselves.
Check In, Check Out: Provides reinforcement for goal attainment
Student has or shows signs of
and/or improvement.
ritualistic or compulsive
Purpose: Allows for the student to be appreciated by a peer for
behavior disorder.
proper behavior.
Behavior Contract: Student can benefit from the concreteness and
Aggressive Behaviors goal-oriented nature of a contract.
Challenge Purpose: Allows the student and the teacher to come to agreement
on what the correct behavior should be and look like.
When upset the student Behavior Specific Praise Statements: Intended to reinforce the
becomes aggressive with desired behavior of an individual that acknowledges the individual
peers and begins hitting and by name, specifically describes/identifies the individual’s behavior,
kicking. and incorporates a term of praise.
Purpose: Recognizes the student for expected positive behaviors.