# data[].attributes.headline
CDC stat: 1 in 59 students is diagnosed with an autism spectrum disorder (ASD) 

# data[].attributes.subject
CDC stat: 1 in 59 students is diagnosed with an autism spectrum disorder (ASD) 

# data[].attributes.body
https://drive.google.com/file/d/1yCnOc0OrRlY3Xc4xbGQkU_XsvDkxnUjN/view?usp=sharing

# data[].attributes.headline
That doesn’t necessarily include kids who may exhibit some ASD behaviors, so these adjustments to storytimes can be helpful in “mainstream” storytimes as well. 

# data[].attributes.subject
That doesn’t necessarily include kids who may exhibit some ASD behaviors, so these adjustments to storytimes can be helpful in “mainstream” storytimes as well. 

# data[].attributes.headline
Over- or under-sensitivity to sensory stimulation

# data[].attributes.subject
Over- or under-sensitivity to sensory stimulation

# data[].attributes.headline
Communication and social interaction = challenging

# data[].attributes.subject
Communication and social interaction = challenging

# data[].attributes.headline
Can exhibit repetitive, restrictive behaviors

# data[].attributes.subject
Can exhibit repetitive, restrictive behaviors

# data[].attributes.headline
Difficulties with organizing, sequencing and prioritizing

# data[].attributes.subject
Difficulties with organizing, sequencing and prioritizing

# data[].attributes.headline
Intense responses to overwhelming situations

# data[].attributes.subject
Intense responses to overwhelming situations

# data[].attributes.headline
There are various different types of autism that one could encounter in the classroom or library 

# data[].attributes.subject
There are various different types of autism that one could encounter in the classroom or library 

# data[].attributes.body
Rett’s Disorder

# data[].attributes.body
Asperger’s Disorder

# data[].attributes.body
Pervasive Developmental Delay

# data[].attributes.body
Autistic Disorder

# data[].attributes.body
Disintegrative Disorder

# data[].attributes.headline
How are storytelling and read-alouds successfully done with students with autism?

# data[].attributes.subject
How are storytelling and read-alouds successfully done with students with autism?

# data[].attributes.body
Sensory storytimes

# data[].attributes.body
Physical adjustments to building or storytelling room

# data[].attributes.body
Assistive technology

# data[].attributes.headline
It’s not so much the labels or names that one should be concerned about, it is the behavior and the unique challenges in learning and literacy that our lessons and use of tech will have to adapt. 

# data[].attributes.subject
It’s not so much the labels or names that one should be concerned about, it is the behavior and the unique challenges in learning and literacy that our lessons and use of tech will have to adapt. 

# data[].attributes.headline
These can each affect how autistic students take in and learn from storytelling and read-alouds

# data[].attributes.subject
These can each affect how autistic students take in and learn from storytelling and read-alouds

# data[].attributes.body
This might be stretchy bands, fidget spinners, scarves, or things more connected to the book that are more thematically appropriate

# data[].attributes.body
Touching a puppet, play pretending with stuffed toys, using soft musical instruments. Read books with flaps, books with a song that accompanies the story, use flannel boards to help the children comprehend and engage with the story. BUT don’t push it. If they’re not interested, you don’t have to force it.

# data[].attributes.headline
Picture exchange communication system cards (PECS)

# data[].attributes.subject
Picture exchange communication system cards (PECS)

# data[].attributes.attachment_link.readable_text
The Picture Exchange Communication System, or PECS, allows people with little or no communication abilities to communicate using pictures. People using PECS are taught to approach another person and give them a picture of a desired item in exchange for that item. By doing so, the person is able to initiate communication. A child or adult with autism can use PECS to communicate a request, a thought, or anything that can reasonably be displayed or symbolized on a picture card. PECS works well in the home or in the classroom.

PECS was developed in 1984 by Lori Frost, MS, CCC/SLP and Dr. Andrew Bondy. It was first used at the Delaware Autistic Program. The goal of (PECS) is to teach children with autism a fast, self-initiating, functional communication system. PECS begins with the exchange of simple icons but rapidly builds "sentence" structure.

At one time many people opposed the use of PECS and sign language to teach children with autism to communicate. They argued that these methods would hurt the development of spoken language. However, several studies have shown PECS actually helps people develop verbal language.

Studies have also shown that PECS can decrease tantrums and odd behaviors. For example, an individual may cry because they are thirsty. However, a parent or teacher may not understand why they are crying and as a result their needs will remain unmet. However, if an individual has access to communication pictures they can quickly communicate their need. The Six Phases of the Picture Exchange Communication System Are:

PECS PHASE I: How to Communicate
The child with autism learns to exchange single pictures for items or activities they really want.

PECS PHASE II: Distance and Persistence
Still using single pictures, the child with autism learn to generalize this new skill by using it in different places, with different people and across distances. They are also taught to be more persistent communicators.

PECS PHASE III: Picture Discrimination
The child with autism learns to select from two or more pictures to ask for their favorite things. These are placed in a communication book, a ring binder with Velcro strips where pictures are stored and easily removed for communication.

PECS PHASE IV: Sentence Structure
The child with autism learns to construct simple sentences on a detachable sentence strip using an "I want" picture followed by a picture of the item being requested.

PECS PHASE V: Answering Questions
The child with autism learns to use PECS to answer the question, "What do you want?"

PECS PHASE VI: Commenting
Now the child with autism is taught to comment in response to questions such as, What do you see?, What do you hear? and What is it? They learn to make up sentences starting with I see, I hear, I feel, It is a, etc.

Many individuals who have expressive communication limitations also have difficulty understanding how communication works. Because of this, they may not be interested in trying to communicate with others. Even if these individuals can speak some words, they may not use verbal words in meaningful communication exchanges with others.

A big challenge in teaching independent expressive communication to some students is finding a way to motivate them to participate and learn. You must introduce and teach picture communication in a fun and motivating way for the student to want to participate in the session and to learn structured expressive communication skills. To make the communicative messages more understandable it can be beneficial to use matching picture symbols that exactly represent the activity.

Communicating with pictures and identifying symbolic representations may be difficult for some individuals. An experienced Speech Language Pathologist (SLP) can lend needed guidance to those trying to implement picture communication. We offer instructional materials that may be beneficial to trained team members. Always keep in mind the student's abilities and goals before using these or any related learning materials.
Advantages of Picture Communication

The listener does not need special training because pictures are easy to understand and are often labeled.

Simple matching makes initial communication easier.

This is a research based intervention that is based on Skinner's analysis of verbal behavior.

Starting with PECS can help avoid creating a negative emotional history related to speech.

Many individuals start with the ability to point to what they want so there is a high possibility for success.

PECS is a fairly inexpensive, low tech language intervention.

How to Use Visual Supports to Support Students with Autism

# data[].attributes.attachment_link.title
The Picture Exchange Communication System (PECS)

# data[].attributes.attachment_link.description
The Picture Exchange Communication System, or PECS, allows people with little or no communication abilities to communicate using pictures. People using PECS are taught to approach another person and give them a picture of a desired item in exchange for that item. By doing so, the person is able to initiate communication.

# data[].attributes.body
This is a system designed to help children with autism in that they learn to use pictures to express their desires, since their speaking might be limited. At more advanced stages, they will be able to string the pictures together to make more complex statements.

# data[].attributes.headline
Do not rely on the pictures in a book for the autistic child to understand the story, it can be too much

# data[].attributes.subject
Do not rely on the pictures in a book for the autistic child to understand the story, it can be too much

# data[].attributes.headline
"Chicka Chicka Boom Boom" by Bill Martin Jr. 

# data[].attributes.subject
"Chicka Chicka Boom Boom" by Bill Martin Jr. 

# data[].attributes.headline
"A Circle in the Sky" by Zachary Wilson and JoAnn Adinolfi 

# data[].attributes.subject
"A Circle in the Sky" by Zachary Wilson and JoAnn Adinolfi 

# data[].attributes.body
Keep a routine--for instance, start and finish with a similar song each session, and consider using a visual schedule

# data[].attributes.body
Expect and allow behaviors such as walking around, covering ears, rocking--these are often comforting to the student, and can be the way they are actually responding to the storytime

# data[].attributes.body
When co-teaching, speak one at a time--too much noise can be overwhelming especially when there are more than one person leading the class

# data[].attributes.body
Keep a calm demeanor--o   be sure to let them respond, listen closely, and respond to their cues

# data[].attributes.body
(i.e. posters, floor patterns, lighting)

# data[].attributes.headline
Create an organized, consistent space that encourages routine 

# data[].attributes.subject
Create an organized, consistent space that encourages routine 

# data[].attributes.body
(i.e. not moving collections around, having space for books and space for tech, structure of walkways)

# data[].attributes.body
(i.e. furniture facing the corner, remove clutter, low lighting)

# data[].attributes.headline
In general: create a space that allows the student to focus comfortably and feel in control of the environment

# data[].attributes.subject
In general: create a space that allows the student to focus comfortably and feel in control of the environment

# data[].attributes.headline
“Assistive technology can address the special needs of autistic learners and allow them to experience more independent learning” (Ennis-Cole 88).

# data[].attributes.subject
“Assistive technology can address the special needs of autistic learners and allow them to experience more independent learning” (Ennis-Cole 88).

# data[].attributes.headline
AT reduces the amount of direct teacher support

# data[].attributes.subject
AT reduces the amount of direct teacher support

# data[].attributes.body
Frees the teacher to help others or work on other activities

# data[].attributes.body
Allows autistic student to work alone, reducing extra stimuli that can be overwhelming

# data[].attributes.headline
Augmentative Communication devices are highly effective

# data[].attributes.subject
Augmentative Communication devices are highly effective

# data[].attributes.body
(i.e. smart tablets, Smartboards, DynaVox,   Liberator   II, iPad   and   iPod   touch: iCommunicate,  iConverse,  LearntoTalk,  Speakit!)

# data[].attributes.body
Audiovisual equipment, Computer games and software, eBooks, Databases, also video and digital cameras, smart response systems, web-based learning systems, etc.

# data[].attributes.headline
“Skills learned in the school library can be transferred into the local public library and then extended into other community situations. Skills learned in the public library transfer back to school, and a cycle of success is arranged.” (Akin and MacKinney) 

# data[].attributes.subject
“Skills learned in the school library can be transferred into the local public library and then extended into other community situations. Skills learned in the public library transfer back to school, and a cycle of success is arranged.” (Akin and MacKinney) 

# data[].attributes.headline
Bress, Andrea1,2,3, aeb10g@my.fsu.ed. “Making Your School Library More Functional to Individuals with Autism.” Library Media Connection, vol. 32, no. 1, Aug. 2013, pp. 46–47. EBSCOhost, 

# data[].attributes.subject
Bress, Andrea1,2,3, aeb10g@my.fsu.ed. “Making Your School Library More Functional to Individuals with Autism.” Library Media Connection, vol. 32, no. 1, Aug. 2013, pp. 46–47. EBSCOhost, 

# data[].attributes.attachment_link.readable_text
Important User Information: Remote access to EBSCO's databases is permitted to patrons of subscribing institutions accessing from remote locations for personal, non-commercial use. However, remote access to EBSCO's databases from non-subscribing institutions is not allowed if the purpose of the use is for commercial gain through cost reduction or avoidance for a non-subscribing institution.

# data[].attributes.attachment_link.description
Important User Information: Remote access to EBSCO's databases is permitted to patrons of subscribing institutions accessing from remote locations for personal, non-commercial use. However, remote access to EBSCO's databases from non-subscribing institutions is not allowed if the purpose of the use is for commercial gain through cost reduction or avoidance for a non-subscribing institution.

# data[].attributes.headline
Aalia, Kylie Carlson, kylie.carlson@yarracity.vic.gov. a. “Award-Winning Program Makes Storytime Fun for ASD Kids.” InCite, vol. 39, no. 11/12, Nov. 2018, pp. 26–27. EBSCOhost, 

# data[].attributes.subject
Aalia, Kylie Carlson, kylie.carlson@yarracity.vic.gov. a. “Award-Winning Program Makes Storytime Fun for ASD Kids.” InCite, vol. 39, no. 11/12, Nov. 2018, pp. 26–27. EBSCOhost, 

# data[].attributes.attachment_link.readable_text
Important User Information: Remote access to EBSCO's databases is permitted to patrons of subscribing institutions accessing from remote locations for personal, non-commercial use. However, remote access to EBSCO's databases from non-subscribing institutions is not allowed if the purpose of the use is for commercial gain through cost reduction or avoidance for a non-subscribing institution.

# data[].attributes.attachment_link.description
Important User Information: Remote access to EBSCO's databases is permitted to patrons of subscribing institutions accessing from remote locations for personal, non-commercial use. However, remote access to EBSCO's databases from non-subscribing institutions is not allowed if the purpose of the use is for commercial gain through cost reduction or avoidance for a non-subscribing institution.

# data[].attributes.headline
Cottrell, Megan. “Storytime for the Spectrum.” American Libraries, vol. 47, no. 3/4, Mar. 2016, pp. 16–17. EBSCOhost, 

# data[].attributes.subject
Cottrell, Megan. “Storytime for the Spectrum.” American Libraries, vol. 47, no. 3/4, Mar. 2016, pp. 16–17. EBSCOhost, 

# data[].attributes.attachment_link.readable_text
Important User Information: Remote access to EBSCO's databases is permitted to patrons of subscribing institutions accessing from remote locations for personal, non-commercial use. However, remote access to EBSCO's databases from non-subscribing institutions is not allowed if the purpose of the use is for commercial gain through cost reduction or avoidance for a non-subscribing institution.

# data[].attributes.attachment_link.description
Important User Information: Remote access to EBSCO's databases is permitted to patrons of subscribing institutions accessing from remote locations for personal, non-commercial use. However, remote access to EBSCO's databases from non-subscribing institutions is not allowed if the purpose of the use is for commercial gain through cost reduction or avoidance for a non-subscribing institution.

# data[].attributes.headline
Ennis-Cole, Demetria, and Daniella Smith. “Assistive Technology and Autism: Expanding the Technology Leadership Role of the School Librarian.” School Libraries Worldwide, vol. 17, no. 2, July 2011, pp. 86–98. EBSCOhost, 

# data[].attributes.subject
Ennis-Cole, Demetria, and Daniella Smith. “Assistive Technology and Autism: Expanding the Technology Leadership Role of the School Librarian.” School Libraries Worldwide, vol. 17, no. 2, July 2011, pp. 86–98. EBSCOhost, 

# data[].attributes.attachment_link.readable_text
Important User Information: Remote access to EBSCO's databases is permitted to patrons of subscribing institutions accessing from remote locations for personal, non-commercial use. However, remote access to EBSCO's databases from non-subscribing institutions is not allowed if the purpose of the use is for commercial gain through cost reduction or avoidance for a non-subscribing institution.

# data[].attributes.attachment_link.description
Important User Information: Remote access to EBSCO's databases is permitted to patrons of subscribing institutions accessing from remote locations for personal, non-commercial use. However, remote access to EBSCO's databases from non-subscribing institutions is not allowed if the purpose of the use is for commercial gain through cost reduction or avoidance for a non-subscribing institution.

# data[].attributes.attachment_link.description
Free shipping on millions of items. Get the best of Shopping and Entertainment with Prime. Enjoy low prices and great deals on the largest selection of everyday essentials and other products, including fashion, home, beauty, electronics, Alexa Devices, sporting goods, toys, automotive, pets, baby, books, video games, musical instruments, office supplies, and more.

# data[].attributes.headline
So, how are storytelling and read-alouds successfully done with students with autism?

# data[].attributes.subject
So, how are storytelling and read-alouds successfully done with students with autism?

# data[].attributes.body
Presenting sensory-friendly storytimes

# data[].attributes.body
Making physical adjustments to the building and/or space allotted

# data[].attributes.body
Implementing assistive technology tools

# data[].attributes.headline
Price, Amy. “Making a Difference with Smart Tablets Are iPads really beneficial for students with autism?” Teacher Librarin, 2011, vol. 31, n. 1, pp 31-34, EBSCHO host, Accesses 19 Oct. 2019.

# data[].attributes.subject
Price, Amy. “Making a Difference with Smart Tablets Are iPads really beneficial for students with autism?” Teacher Librarin, 2011, vol. 31, n. 1, pp 31-34, EBSCHO host, Accesses 19 Oct. 2019.

# data[].attributes.headline
Flores, Margaret, et.al. “The Apple iPad as Assistive Technology for Story-based Interventions.” Journal of Special Education Technology, 2014, vol. 29, n. 2, pp 27-37, EBSCOhost, doi: 10.1177/016264341402900203. Accessed 19 Oct. 2019.

# data[].attributes.subject
Flores, Margaret, et.al. “The Apple iPad as Assistive Technology for Story-based Interventions.” Journal of Special Education Technology, 2014, vol. 29, n. 2, pp 27-37, EBSCOhost, doi: 10.1177/016264341402900203. Accessed 19 Oct. 2019.

# data[].attributes.headline
Alison, Caryn, et.al. “Technology-Based Shared Story Reading for Students With Autism Who Are English-Language Learners.” Journal of Special Education Technology, vol. 32, n. 2, pp.91-101. EBSCO host, doi: 10.1177/0162643417690606. Accessed 19 Oct. 2019.

# data[].attributes.subject
Alison, Caryn, et.al. “Technology-Based Shared Story Reading for Students With Autism Who Are English-Language Learners.” Journal of Special Education Technology, vol. 32, n. 2, pp.91-101. EBSCO host, doi: 10.1177/0162643417690606. Accessed 19 Oct. 2019.

# data[].attributes.body
https://drive.google.com/file/d/1jC9bvnzXhlHn74LoTPStN0bfRWjJoqyP/view?usp=sharing

# data[].attributes.body
https://drive.google.com/file/d/1hF4EdVFt7AFSNjE9xJ0DOlzhHXKHmlv_/view?usp=sharing