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------ Social Competence https://www.ocali.org/project/social_competence_part_2
------ Cognitive theories https://asulearn.appstate.edu/pluginfile.php/965908/mod_resource/content/1/Hedges_chapter%202%20understanding%20the%20complexity%20of%20autism.pdf
-----Modules on ASD Focused interventions
https://afirm.fpg.unc.edu/afirm-modules.
-------Books To Read/Use
Elmer by David Mckee, The Bad Case of Stripes by David Shannon, and Interrupting Chicken by David Ezra Stein.

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-Peer modeling ( young children/elementary)
-Peer initiation training ( young children/elementary)
-Direct training for target student and peer ( young children/elementary)
-Peer networks ( upper elementary , middle school, high school)
-Peer supports ( upper elementary, m middle school, high school)
----Helps children to generalize and use new social skills with others who are not involved in the training, helps for social interactions to be naturally reinforced, and benefits peers without disabilities by providing them with the training and support needed to successfully interact with learners with ASD.

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- Changes in environmental situations and supports for children with ASD can impact the outcomes as adults.
-For individuals that struggle with speed and amt of time to complete tasks these are suggested: extra time for exams and note taking, audio recording of lectures, computer for note taking ( Sam could have used this in atypical) slides and lectures in advance, visual supports, written instruction.
-Supports for executive fx( helping to monitor behavior and cognitive function)- organizational supports, daily schedule, calendars, color coding, interim deadlines.
-inattention and distractibility- reduce distractions, remove visual distractions such as signs, walls, bright lights, exams in distraction free environments, frequent breaks.

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Creating an Instructional/ Intervention Plan for Individuals with ASD

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Creating an Instructional/ Intervention Plan for Individuals with ASD

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Select content of lessons, determine format structure, pick instructional strategies to use to teach social skills, prepare materials, prepare instructors and adults to assess training, reinforce with a prize/reward system.

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Skills-1. Responding to one another' cues by following the persons visual line of eye gaze or gesture such as pointing. 2. Coordinating eye gaze and gestures with another person. 3. Using eye gaze and or gestures to direct the other persons attention to events or objects .

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Be Like Buddy- a great short show or video that can help students with disabilities to learn the steps to appropriate behavior, such as being angry and safe. The student can use a reward system ( such as earning stars) whenever a behavior or step is appropriately completed.

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Instead of using the term high and low functioning to describe individuals on the spectrum, it is better to use the terms high and low support needs.

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-"Social skills are like a muscle that is needed to be strengthened for a lot of individuals with autism".
-"If you have met one person with autism, you have met one person with autism."

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- Women typically have the ability to verbally communicate better than males do with autism
-Autism is more associated with boys and the assessments used to diagnose autism are geared more towards and designed more for males, rather than females.

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-Social stories, social articles, cartooning, comic strip conversations, power cards, and social autopsies help to enhance conversation skills, smooth transitions, decreasing problem behaviors, and assist in understanding what others may think.
- It is helpful to practice social narratives before the individual is approached by the social situation
-Direct Sentences can have "I can...  ( complete an action) statements
-Describe sentences state facts and provide information
-Read social narratives prior to the social situation so that the individual knows the target behavior
-Ask the individual 3-5 comprehension questions about the social narrative

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-Curriculum based assessment plans are informal and help to design and monitor intervention plans for individuals with autism.
-Interviews, ADOS, and standardized tests are all formal assessments used to diagnose individuals with autism
-Observations are used to observe an individual in their familiar ( unstructured or structured ) environment to reduce anxiety and stress ( appropriate for elementary education)
-Formal assessment- standardized, norm-referenced, and quantatative (( Standardized  measures of development ))
-Informal- non standardized, criterion referenced. Inventories, questions, rating scales, observation, checklists

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-When someone with ASD becomes frustrated or has anxiety, they can use a replacement behavior to calm down instead of acting out.
-Having an individual with ASD use emotion cards can help them to communicate how something has made them feel or how they are feeling.

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Today, people no longer use the term "aspergers"-- this term was often used to identify individuals with comorbid disabilities, but could speak using full sentences.HOWEVER, if an individual wants to refer to themselves as having aspergers, do not correct them. That is their right to say that!