# data[].attributes.body
Visual Schedules

Low-Tech

Resource: Visual Schedules- Autism Speaks-https://theautismhelper.com

Explanation: Visual Schedules help students with ASD understand and anticipate daily routines or activities. For students who struggle with transitions, a visual can provide a clear, predictable sequence of events.

Implementation Steps:

1. Assess the student's needs: Determine the student's prefered method of communication ( pictures, words, or symbols).

Level of Detail: Decide how detailed the schedule should be based on the student's comprehension needs.

2. Choose the right format:

Type of schedule: daily schedule or a part-time day schedule, or activity based schedule.

Materials: Gather materials needed to make the schedule or digital tools.

3. Create Visual Schedules:

Use clear simple pictures or icons to represent each activity.

Text Labels: Add text labels to each picture if the student can read or is learning to read.

Color Code: Use colors to differentiate between types of activities.

4. Organize the schedule:

Arrange the visual elements in the order they will occur throughout the day. Include break times, lunchtime, arrival and dismissal.

5. Display the schedule: The student will have the schedule on the front of the binder and on his lanyard with his student ID.

6. Teach the Schedule:

Introduce the schedule to the student, explaining each part clearly.

Modeling: Demonstrate how to use the schedule by referencing it throughout the day. Prompting: Initially prompt the student to check the schedule and gradually reduce prompts as they become more independent.

Evaluation: Observe the student's engagement and understanding of the schedule. Documentation: Keep notes on what works well and what does not. Use Google Forms with the student's name to document. Consistency: All staff members use the schedule consistently to reinforce its importance.

# data[].attributes.body
Social Stories

Low-Tech

Resource: Carol Gray- Social Stories-https://carolgraysocialstories.com

Explanation: Social stories are short narratives that describe social situations and appropriate responses. These stories help students with ASD understand social cues and expectations. If a student has trouble with the concept of turn taking. A social story can be created to illustrate this process.

Implementation Steps:

1. Write a story specific to the student's situation.

2. Read the story regularly with the student.

3. Role-playing the scenarios described in the story.

4. Feel free to contact me about a social story and I may have one that we can change to meet your student's needs.

Evaluation: Observe students' behavior in similar social situation to see if the social story has influenced their responses positively. You also will find the Google Forms on the school platform. The student's name will be on the form to add your observations.

# data[].attributes.headline
Picture Exchange Communication System (PECS)

# data[].attributes.subject
Picture Exchange Communication System (PECS)

# data[].attributes.body
Picture Exchange Communication System (PECS).

Low-Tech

Resource: PECS- Pyramid Educational Consultants. https://pecs.com/

Explantation: PECS uses pictures to help nonverbal or minimally verbal students communicate their needs or desires. It can improve expressive and receptive language skills. A student who struggles with verbal communication can use PECS to request a snack or pencil.

Implementation Steps:

1. Preparation and training: Before beginning this system it is important to be advised by someone that has had training in PECS. This ensures a clear understanding of the process. You can get in touch with me or Ms. Edder about PECS.

2. Identify Reinforcers: Determine what motivates the student (favorite snack, or activity). These items will be used to reinforcers to encourage communication.

3. Phase 1: Teaching the Exchange: The student learns to pick up the picture of a desired item and hand it to the communication partner in exchange for the item. For each phase of the PECS myself or Ms. Edder will travel with the student to help with this system.

4. Phase 2: Expanding Spontaneity: The student learns to travel with the book, select a picture, and approach the communication partner to make an exchange.

5. Phase 3: Picture Discrimination: The student learns to select from two or more pictures to request the desired item.

6. Phase 4: Sentence Structures: The student learns to construct simple sentences using a sentence strip and multiple pictures.

7. Phase 5: Responding to questions: The student learns to respond to questions, "What do you want?" using their PECS book.

8. Phase 6: Commenting: The students learns to comment on their environment using sentences like, " I see, or I hear?"

Evaluation: Measure the student's ability to independently pick up and exchange the picture without physical prompting. We will also observe the student's ability to initiate the exchange without prompts and navigate varying distances. Track the student's accuracy in selecting the correct picture from an array. Measure the student's ability to form and exchange complete sentences. Monitor the student's responsiveness and appropriateness of their answers to questions. Track the frequency and variety of the student's comments. Use the Google Forms to track the frequency and duration of the PECS.

# data[].attributes.body
Scripting

Low-Tech

Resource:

Explanation: Scripting is an evidence based strategy where a student with ASD is provided with a verbal or written script to follow in social or communicative situations. This goal to help them learn and practice appropriate social interaction and communication skills. Scripting is used for teaching a specific language and social interaction patterns, reducing anxiety by providing predictable, repeatable dialogue. Scripting is vital to facilitate the generalization of learned skills to natural settings. An ASD student who struggles with initiating and maintaining conversation with peers. They may often feel anxious at recess because he does not know how to join in play or conversation.

Implementation Steps:

1. Identify the Target Behavior: Determine the specific social skill or communication behavior to be addressed.

2. Develop the Script: Create a simple, structured script.

3. Introduce the Script:

Explain the script. Use visual aids or prompts if necessary. Model the script by demonstrating how to use it in a role play scenario.

4. Practice: Engage in repeated practice sessions. Role play different variations of the scenario with teachers, paraprofessionals and peers. Provide immediate positive feedback and reinforcement for correctly using the script.

5. Implement in Natural Settings: Gradually implement the use of the script in natural settings.

6. Fade the Script: Slowly reduce the reliance on the script by encouraging the student to use variations of the learned phrases or by prompting less frequently.

Evaluation:

1. Conduct a baseline for this assessment.

2. Progress Monitoring: Regularly observe and record the student's use of the script in natural settings. Note the frequency and accuracy. Google Forms will be available on the school site and can be used to evaluate the strategies and systems being used.

# data[].attributes.body
Video Modeling

High-Tech

Resource:

Explanation: Video modeling is an evidence-based practice that uses video recording to teach social skills or behaviors. The ASD student watches the video to learn the desired behavior, which they can imitate. The students with ASD can use video modeling to teach social, communication, and academic skills. It provides clear, visual examples of appropriate behavior. Video modeling reinforces learning through repetition and observation.

Implementation Steps:

1. Identify the Target Behavior: Define the specific skill, like greeting a peer or completing a task.

2. Create the video: Script the behavior. Outline the steps and behaviors. Record with clear, concise, demonstrations of the desired behaviors.

3. Introduce the Video: Show the video to the student in a quiet environment. For basic video modeling, record a peer or adult performing the behavior. For self modeling, record the student with ASD performing the behavior. Explain the video and what the student needs to observe.

4. Watch and Discuss: Watch the video with the student. Pause to discuss the key points and behaviors. Ask questions to make sure the student understands.

5. Practice the Behavior: Encourage the students to imitate the behavior seen in the video. Practice in a control setting before transitioning to natural settings. Provide immediate feedback and reinforcement.

6. Generalize the Behavior: Gradually introduce the behavior in different settings with different people. Use the video as a reminder if the student needs it.

Evaluation: Use checklist, rating scales or anecdotal notes to document and observe the student's to perform the current behavior. Regularly observe and record the student's performance of the behavior after watching the video. Note improvement in accuracy, frequency, and independence. Feedback: Collect feedback from teachers, paraprofessionals, or peers on the student's performance and social interaction. Use the Google Forms to collect data collection.