Instructional Strategies

to Increase Academic
Achievement in
Learners with Autism
Spectrum Disorders
Jennifer Alward, M.Ed
Trube Miller, M.Ed
Tawana Stallworth, M.Ed
 DSM IV-TR Criteria for
Autism
 A total of 6 or more from each of these 3 areas, with 2 from the social area and 1
each from communication and behavior:

Qualitative impairment in social interaction

Qualitative impairments in communication

Restricted, repetitive, and stereotyped

American Psychiatric Association. (2000).

 Dividing Line
To be diagnosed with Autism, the child

For Aspergers Disorder to be diagnosed,

Absence of a clinically significant delay in

American Psychiatric Association. (2000).

 Defining
Characteristics of AS
I have trouble being I sometimes have

Sometimes smells,
I have trouble
I don’t always know

I may have a large

 Rationale for providing
learning supports

Students with AS frequently experience
 What does “impaired
social interaction” look
like?
Marked impairment Failure to establish

 Eye-to-eye gaze,
 Facial expressions, Lack of
 Body posture,
 Gestures to regulate
social interactions,
 (i.e. waving hi and
bye)


Lack of social or


 What does “qualitative
impairments in
communication” look like?
Delay in, or total Stereotyped and

In individuals with

Lack of varied,


 What does “restricted,
repetitive, and stereotyped
patterns of behaviors…” look
 like?

 
Encompassing Stereotypic and

Persistent

Apparently
Defining Characteristics of
Aspergers Syndrome (AS)
I find social situations I follow the rules and
I find it hard to make
I have very specific
I say what is on my
I sometimes have
I find it hard to figure
I am good at picking
I take things literally.
I have difficulty I do not enjoy
 Academic
Characteristics
When I am I need to understand

I may need some

I can get over-

Learning Characteristics of
Students with ASD
A tendency to be easily confused by ambiguous


assignments that may have multiple components

(Jackal, 1996)
 Present content in a controlled fashion by

structuring the lesson around key ideas to

minimize ambiguity
 Highlight the most important concepts

 Establish alternate modes for completing

assignments
 If task is complex with multiple components,

break the assignment down into clear and

manageable pieces
 Clearly specify your expectations for the

assignment

We Know All This
Now....
What Can We Do?
 Instructional Strategy
Organization of an alphabetizing activity:

Present content in a controlled

fashion by structuring the
lesson around key ideas to
minimize ambiguity

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9.
 Instructional Strategy
Organization of a math worksheet: limited

•Present
content in a
controlled
fashion by
structuring the
lesson around
key ideas to
minimize
ambiguity
•Highlight
the most
important
Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9.
concepts
 Instructional Strategy
Organization of an art activity: steps are

•Establish alternate
modes for completing
assignments
•If task is complex
with multiple
components, break the
assignment down into
clear and manageable
pieces

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9.
 Instructional Strategy
Clarifying the sequence of steps: numbers

•If task is complex

with multiple
components, break
the assignment down
into clear and
manageable pieces

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-
 Alternate Strategies for
Older Students
Having the student make a list of adjectives or


Giving the option of audio-or videotaping the


Allowing students to use the computer to take
 Learning Characteristics
of Students with ASD


Students with ASD may have difficulty

 It may be necessary to emphasize the most

important aspects of the task or activity in an
effort to make the meaning more salient. This may
require the use of color coding, numbering,
highlighting, or adding additional visual cues.
 Instructional Strategy
Clarifying the item to recycle: both pictures

Emphasize the most

important aspects of the task
or activity, while using
multiple examples for each
skill is essential if
generalization is to occur
(Horner, Dunlap, & Koegel,
1988)

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9.
 Instructional Strategy
Organization of desk area: all materials are

Presenting materials by
color coding,
numbering,
highlighting, or adding
additional visual cues

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9
 Alternate Strategies for
Older Students
Provide the student with visual material that


 When reading a book aloud to the class, give the student
a copy of the book so he or she can read and follow
along.


 Write everything the student needs to know on a flash

card. This can also be used later to study for tests.


 Send home a summary sheet which emphasizes the

most important information contained in the next day’s
(or week’s) lesson.


 Write out a step-by-step list of instructions that are

sequential for the student. Show a completed model so
the student knows what the completed assignment
 Learning Characteristics
of Students with ASD
Difficulty with processing high amounts of





There is substantial evidence that students
 Instructional Strategy
The materials define the task in this activity

Decreases amount
of auditory
stimulation while
proving instruction
through visuals

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9.
 Instructional Strategy
Graphic and Visual Organizers
 Students with ASD benefit more from having one

already developed for them.

 http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/sp

 This also helps with maximizing comprehension and

content retention.

 Graphic Organizers
cont.
Hierarchical- can also provide a concise

Unit Organizer-can be used to tie

 Additional Strategies
for Older Students
Send home outlines of upcoming curriculum

Suggest background (reference) material, such

Have the students read up on a future content

Provide the student with extra set of texts for


 Instructional Strategy
Guided Notes –




 Learning Characteristics
of Students with ASD
Students with ASD may find it challenging

 Incorporating the unique interests of students with

ASD into the content and/or layout of instructional
activities may increase both engagement and
meaning.
 Instructional Strategy
Reading comprehension activity using

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9.
 Instructional Strategy
Fine motor lacing activity incorporating

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9.
 Instructional Strategy
Packaging activity featuring McDonalds

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9.
Alternate Strategies for Older
Students
Embed additional activities within the lesson to
increase the student’s interest and motivation for
listening to the class lecture.


 Develop a list of words that might be said

during a lecture. Give the student a marker
and a list of those words. Every time a
word is spoken, the student should
highlight the word they hear.


Relate the material to the student’s



preoccupations (interests).
 For a student excited by dates, have him or

her answer questions about what date a

given event occurred.

Importance of Time on
Task
The amount of time a student with an
 Increasing Time on
Task
Minimize adult interactions during the

Set up alternative “cueing” systems for


Secret signal.

Use white boards to write down


Nonverbal prompting.

 Learning Characteristics of
Students with ASD
Students on the spectrum may
demonstrate rigidity or inflexible
behavior if classroom scheduling is
inconsistent or absent.
 Providing a predictable environment and
routine is an important component of
classroom programming for students on
the autism spectrum (Iovannone, Dunlap,
Huber, & Kincaid, 2003).
 Provide concrete and specific information
and expectations.
 Provide specific concrete beginning and
ending points, even with activities that
may continue over several days or class
periods.
 Prepare the student ahead of time.
 Instructional Strategy
Video priming for field trip to zoo.
Additional visuals to
support comprehension
 Instructional Strategy
A product sample.

Provide specific concrete

beginning and ending
points, even with activities
that may continue over
several days or class periods
 Instructional Strategies
Antecedent Management Strategies.


 Antecedent intervention approaches focus on

structuring the environment to prevent
problems and enhance motivation (Kerns, &
Clemens, 2007).
 Picture or written schedule
 http://www.mayerjohnson.com
 http://www.do2learn.org/disabilities/diagnosis/autism_strate



Antecedent Strategies for
Stress/Anxiety
Use of predetermined quiet spot.
Use of a social story to explain the quiet

Use visuals for a reminder of quiet spot.

Use stress barometer to determine

Have a “safe place and person” assigned to

Teach relaxation and problem solving skills.

Concrete Problem Solving
Formula
Name the problem (what is the problem,

Claim the problem (whose problem is it?)

Aim the problem (what can I do about it?)
Tame the problem (what is the plan to

Moyes, 2004
 Alternate Strategies for
Older Students
Priming: method of previewing information

 Modified Social Stories

 Video Priming


 Homework
Assist the family in developing an

Create a homework schedule and limit the

Modify the amount of homework required.

Review the student’s schedule for

Provide a written checklist of the homework

Ernsperger, 2004; Myles, 2005

Basic Principles of
Behavior

Florida PBS
 Behavior Defined
Anything we SAY or DO
It is HOW WE REACT to our environment
Behaviors are often LEARNED and continue

We engage in behaviors because we have

Florida PBS
 Defining Behavior
Lying on the floor
Poor impulse

Angry, hostile, High pitched

Paying attention Hitting with fist

Stubborn Kicking over chairs
 Completing work
 crying

 Observational Definition
From primary to precise
 Primary Precise
s: There were 30 more
“There is too much
The ABC’s of Behavior:
A = Antecedent
B = Behavior
C = Consequence


Florida PBS
The ABC’s of Behavior:

Understanding the function of behavior is the

Understanding comes from repeated


A – Antecedent (stimulus/trigger before the


 B – Behavior (the observable and


 C – Consequence (occurrence after the
Florida PBS
 Antecedent
Interventions
Rules, procedures, high levels of structure
Precorrection – errorless learning
Provide reminders
 Picture schedules

 Pictures of appropriate behaviors

 Timers

Provide choices
Ensure high levels of academic success
 Opportunities to respond

Provide effective and functional instruction

Teach student to self-monitor desired

 Scheuermann, Sherman Professional Development, 2007

Applied Behavior Analysis
Operant Conditioning
Behavior Principles
 Punishment
Reinforcement is the
 Positive
Reinforcement
 Implemented directly
after behavior
 You are adding
something
 Increases behavior Extinction
 Negative
Reinforcement
 Implemented directly
after the behavior
 You are taking away
something aversive
 Increases Behavior
 Implemented directly
& consistently after
behavior
 Adding or taking away
 Decreases behavior
 Natural consequences
for behavior
 Used as a LAST resort
 Where a previously
reinforced behavior
is no longer
reinforced
 Decreases behavior



 Three Procedures to
Reduce Behavior

Eliminate the Behavior’s Motivative


Terminate the Behavior’s Reinforcement


Replace the Behavior with an Alternative
 Effective Delivery of
Reinforcers
Value/Motivation
Effort/Contingency
Rate/Schedule
Magnitude/Size
Immediacy
 Functions of Behavior
The purpose or reason the behavior

Why is it important for us to know the

function/purpose of the problem behavior?


 To understand why the behavior is occurring

 To find an appropriate replacement behavior
 To develop the best behavior support plan
 To target the appropriate antecedents and
consequences


Florida PBS
 Functions of Behavior


Behavior has two major functions:

 To get something

 To get a preferred task or activity

 To get the attention of an adult or peer
 To get a specific item or object
 To get away from something (avoid)
 To get away from a specific task or activity
 To get away from an adult or child
 To get away from a specific item or object


Florida PBS
Functions of Behavior
GET

ATTENTION SENSORY
TANGIBLE
(objects & activities)

GET AWAY
Florida PBS
 Functions of Behavior
One behavior can have multiple functions


 Example: John can hit at home in order to get out of

cleaning his room and other times he can hit in
order to get adult attention.

Florida PBS
 Functions of Behavior
Several behaviors can have the same

 Example: John can use multiple behaviors such as

hitting, screaming, and running away in order to
get out of cleaning his room.

Florida PBS
 Children misbehave for a
reason
Many students have learned that their

Also, these students learn at a young age,

Scheuermann, Sherman Professional Development, 2007

 represents a failure to
learn a more appropriate
alternative


A good rule of thumb:

 If you seldom or never see the student behave
appropriately in similar situations, assume he does
not know HOW to exhibit the expected behavior.

Scheuermann, Sherman Professional Development, 2007

 behave best when the
environment is clear and
predictable

When they can predict success;
When they can predict reinforcement;
When they understand what is expected of

When they know the rules and limits.

Scheuermann, Sherman Professional Development, 2007

 Functions of Behavior

Remember, the goal is to understand the

Florida PBS
 Behavioral Objectives
Components
Identify the Learner

Identify the Target Behavior

Identify the Conditions of Intervention

Identify Criteria for Acceptable Performance
 Example
Goal: Jason will master basic computation


Objective: Given a worksheet of 20 single-
“Without data, you’re just
another person
with an opinion”

Leahy & Muniz, APBS Conference, 2008

 Data Collection
Data may be collected on:
 entire classroom of students

 select individuals within classroom

Target those select individuals that are

 for the bulk of incidences OR

Target the entire class to obtain more

 information if many students are

 problem behavior or to help clarify

Herrmann & White, APBS Conference, 2008

 Identify & Analyze the
Problem

Direct Observation Data

 Frequency/Event Recording

 Duration Recording

 Scatter Plot

 Anecdotal/ABC

 Time Series Recording

Herrmann & White, APBS Conference, 2008

 Steps in Functional
Behavior Assessment
(FBA)
Collect data
 A. Indirect: opinions about behavior

 B. Direct: observation in contexts where behavior

occurs
Analyze data
Develop hypotheses
Develop intervention (Behavior Intervention

 Modify antecedents
 Teach new skills
 Reinforce prosocial alternatives
 Use behavior reduction interventions
Monitor intervention
Adjust if needed

Scheuermann, Sherman Professional Development, 2007

 Recording
Special Connections
http://www.behaviordoctor.o
A method of recording a tally or frequency

 of behavior occurring during an

 period
Used to track specific problem behavior(s)
Example:
 Counting the number of times students yell out

 in class or how often students are out of their seat

in class.


Herrmann & White, APBS Conference, 2008

 4 Strokes for Every Poke
Lanyard


 20 beads
Start in the morning with all 20 beads on


your left side

 Every time you compliment a child on their
appropriate behavior move a bead to the right
side.
 Every time you reprimand a child move 4 beads
back to the left side.

permission to use & copy with

credit to original author
copyright Riffel 2008
 Paper clips
Put 30 paper clips in your

Every time you compliment

Every time you “get after” a

3x5 index card
Te a rs fo r p o sitive s

5
o
t
1
1
Te a rs fo r n e g a tive s
 Duration Recording
Special Connections
A method of recording the amount of time

 – Define with clear beginning and end of

Used for behaviors that last more than a

Examples:
 Recording the time spent off task

 Recording the time spent out of seat

 Length of time taken to comply with a request

Herrmann & White, APBS Conference, 2008

 Scatter Plot
Special Connections


A method of recording occurrence and

 nonoccurrence of behavior across
 routines, and time periods, providing a
 display of patterns
 – Identifies patterns of responding in
 – May suggest possible sources of
Example
 Record occurrence of talking out and the specific times
of the occurrence/subject being taught when the
behavior is exhibited. Herrmann & White, APBS Conference, 2008
 ABC Recording
Special Connections
A method of recording the antecedents and
 Identify events that precipitate the behavior
 Identify variables that maintain the behavior
 Identify behavior and environmental patterns
 Aides in determining function of the behavior

 ABC

Behavior
Antecedent Consequence

What happened What a person says or Immediately follows

before the behavior? does (Define) the behavior.
What triggered the
behavior?

Under what circumstances does the behavior occur?

What outcomes are produced?
 Baseline Data Collection
Guidelines
Define the behavior that you wish to
 Be specific…Observational Definition
Decide which type of behavioral recording

 suited to monitor the behavior.

Determine if observation data should focus

 select individuals or the entire

Decide who will observe the behavior.

Decide how long your observations will last.
Observe and record classroom behavior.
 Transition Strategies
Dim the lights when a new activity is about

Allow the student to move through a

Provide a visual schedule and place

Provide picture cues of what is coming

 Social Interventions
Two social skill interventions from Carol
 Comic Strip Conversations
 Social Stories
 Comic Strip
Conversations
Uses simple drawings to illustrate

Uses eight symbols to represent basic

Uses different colors to describe emotional

May provide insight into a student’s

May be uses as a prerequisite activity

 Social Stories
Defined by Carol Gray in 1991.
The story is a process that ends in a

Product is a short story that describes

Results strive to create a sensitivity in

 Formula
1 directive sentence:
 identify a response or choice to a situation by gently
guiding the person’s behavior.
 make sure to develop these sentences paying
careful attention to literal interpretation.
 begin sentence with “I will,” “I can,” or “I will try.”
 may also be a series of response options.
 Formula Continued…
2 – 5 descriptive, perspective, and
 Descriptive: free of opinion, truthful statements of
fact, majority of the story, and contains answers to
the “wh” questions.
 Perspective: describes an individual person’s
internal thoughts, feelings, beliefs, opinions,
motivations, and physical conditions, may
describe internal state of student whom story is
being written for.
 Affirmative: enhance meaning of other statements,
express a shared value or opinion of a culture,
usually immediately follows a descriptive,
perspective, or directive sentence.
 Back to School Ideas
Create a student profile for students with

Develop a list of reinforcements.

Create reinforcement bags or buckets for

Color code school subjects and folders.

Map of school (if new to building).
Make checklists for each class (includes

List peer buddies and/or trusted adults.

Written classroom rules and teacher
Ernsperger, 2004; Myles, 2005
 6 Core Elements of
Effective Educational
Programming
Individualized supports & services for

Systematic instruction;
Comprehensible/structured learning

Specialized curriculum content;

Functional approach to problem behavior;

Family involvement.

Iovannone, Dunlap, & Huber, 2003

 Interventions of
Individualized Supports &
Services
Target Behaviors Interventions

Increase social Functional use of

engagement with peers children’s unique
obsessive behaviors as
play themes

Increase engagement in Picture activity schedules

tasks & schedules & graduated guidance
Self-initiation of question- Motivational procedures
asking & generalization (incorporation of
preferred items, natural
reinforcers)

Decreasing rates of Task interspersal

disruptive behavior & (difficult/easy); least to
increasing engagement in most prompting;
instruction progressive time delay

Increase engagement & Photographic activity

on-schedule behaviors schedules and graduated
guidance
 Target Behaviors &
Interventions of
Systematic Instruction
Target Behaviors Interventions

Increase on-task behaviors Self-management

& school performance

Increase discrete Intensive DTT compared

behaviors (language, to eclectic treatment
social behaviors, motor
skills, etc.)
 Interventions of
Comprehensible
Environment
Target Behaviors Interventions

Facilitating transitions Visual schedules, sub-

between activities
Increase acquisition of
daily living skills
Decrease disruptive
behavior during
transitions
schedules, “finished”
boxes, and timers
Pictorial self-management
system
Video priming
 Target Behaviors &
Interventions of Specific
Curriculum Content
Target Behaviors Interventions
Effects of switch training Least-to-most prompts
on functional
communication
Increase conversational Script-fading with
exchanges embedded textual cues as
stimulus
Increase social Peer mediation
participation with peers
 Target Behaviors &
Interventions for Problem
Behavior
Target Behaviors Interventions
Decrease challenging School team-based
behaviors & increase functional behavior
appropriate behaviors assessment
Reduction in challenging Functional analysis &
behavior antecedent manipulations

Decrease challenging Functional behavior

behavior assessment
 Target Behaviors &
Interventions in Family
Involvement
Target Behaviors Interventions

Decrease challenging Parent training of

behavior and increase functional behavior
appropriate behavior assessment

Prevention of challenging Social stories as

behavior antecedent intervention in
home setting
 Freebies!!
http://www.behaviordoctor.org/files/tools/caugh
http://www.behavioradvisor.com/11583.html
Behavior Charts
http://www.latitudes.org/behavioral_charts.htm
Welcome Back to School!!
ProTeacher! Behavior management and positiv
 References
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Williams, K. (1995). Understanding the student with asperger syndrome: guidelines for teachers. Focus on Autistic Behavior, 10, 9-16.