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1. Autism Spectrum Disorder or ASD - ask for preference

2. ASD includes autistic disorder, Asperger's disorder, pervasive developmental disorder

3. Impacts students regardless of their backgrounds

4. Every child is different - consider strengths and needs

5. Diagnosed as early as 24 months however can be diagnosed later in life

6. Indicators include social communication/social interactions and behaviors/interests/activities

7. Diagnosis varies based on setting: Educational (IEP team and IDEA) and Medical (DSM-5)

8. No ASD medical test - interviews and observations commonly used

9. More students diagnosed with ASD

10. Possible interference with learning - academic skills, social skills, generalization of skills, sensory sensitivity, transitions and interests

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1. Visual supports

*Visual boundaries - labeling the space the child is in

*Visual clues - indicators of possible nonverbal cues

*Visual schedule - allow students to predict what comes next

2. Graphic organizer

3. Picture Exchange Communication System - a subcategory of AAC

4. Noise-reducing headphones

5. Preferential seating

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1. Just because a child has ASD does not mean the child receives services - must impact academic achievement

2. Individualized Service Plans (IFSP)

Age: birth to three years old

Members: Parent, service coordinator, second professional

3. Individualized Education Programs (IEPs)

Age: 3-21 years old

Members: Parents, general education teacher, special education teacher, school representative, other professional, relevant individuals, student

4. IEP team members collaborate and communicate with family

5. Use Evidence Practices: exercise, modeling, prompting, and social narratives

6. 5 Point Scale - used to communicate anger, voice, and body language

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https://iris.peabody.vanderbilt.edu/module/asd1/

https://iris.peabody.vanderbilt.edu/module/asd2/

https://autismplusil.org/fact-sheets

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Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland

1. Overall, general education teachers are lacking professional development on Evidence-Based Practices for students with ASD as well as professional development on other diagnosises.

2. Educators need to be engage in professional development of high quality. High quality professional development includes coaching and mentoring instead of one session ASD.

3. For professional development, consider online training on ASD. It has proven to be more effective for educators because they can work through it in their own time.

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Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland