• Wait time

  • allow a wait time of twice the time, therefore AAC users can process what is being said and provide a response

• Model

  • Self-Talk: Say out load what you (the teacher) are doing

    • (ex) Give examples of the correct choice to help the student understand the question, and guide them to the right answer

  • Parallel Talk: Say out loud what the AAC is doing.

    • (ex) The car is driving fast on the highway, now through the forest, etc.

• Comment

  • comment on the student's actions or what is going on around them, with no expectation of a response

  • Try to make more comments, and fewer questions

    • (ex) "The car is blue." "The car is moving really fast."

• Expand

  • Take the AAC user's communication attempt and provide an enhanced or contrasting version of the utterances by changing one or more sentences

• Prompt

  • Use the least amount of prompting, unless it is really needed

Schedules can be an effective tool for teachers when working with students with Autism Spectrum Disorder. Classroom schedules can be presented in different formats, including written or visual depending on what benefits the students’ needs. 

• Classroom schedules promotes independence 

  • A schedule allows students to feel in control of their day. They know what activities are coming next, allowing them to transition through their day with more independence, limiting the need for guidance by their educators. 

• Classroom schedules encourage easier transitions

  • Transitions for students with ASD can be difficult. A schedule is an indicator of what's coming next allowing the child to prepare for any upcoming transitions. By being knowledgeable about what an upcoming activity or transition to gym, lunch, or a new lesson may be easier with a schedule. Also if students refuse to listen to their teachers they can refer to the schedule and say “the schedule says it’s time to go to gym now”.

• Classroom schedules provide reminders

  • A schedule allows students with ASD to be reminded of what is expected of them throughout the day, and keep them on track for upcoming activities. 

• Classroom schedules reduce anxiety

  • Students may often experience anxiety about what comes next during the school day, often repeatedly asking teachers  “what’s next?”. By displaying a schedule within the classroom it allows for the student to anticipate what is coming next and alleviate their anxiety. This allows the student to focus on the task given to them instead of worrying about future activities. 

• Use a Functional Behavior Analysis assessment to determine the cause of your students' challenging behaviors. 

• Reasons for challenging behaviors: child’s desire to obtain an object, activity, or sensation, escape a demand or undesirable situation, or gain attention. 

• The FBA will identify the frequency and intensity of the behaviors, identify the causes and consequences of behaviors, and suggest possible solutions.

1. Incorporate a child's strengths and weaknesses, as well as specific interests into activities to prompt positive behavior.

2. Implement calming techniques 

• Respond in a calm demeanor when a child is being physically disruptive or aggressive in the classroom in order to deescalate the situation 

• Examples: counting to 10, deep breathing, catching a bubble, taking a break. 

Before you begin: 

Have the reinforcer (reward) ready, something your child enjoys, like computer playtime if that's their preference. Participate in the activity with them when possible, and ensure the reward matches the accomplishment.

Make sure the consequences are clear to your child, and always know how you'll respond to noncompliance. Use statements like, "If you do __________, you'll get __________," which is known as the Premack Principle (e.g., eat your peas, then have dessert).

Watch for patterns in non-compliance—does your child misbehave when tired or at certain times of day? Plan ahead for those moments, like using a schedule to help them know what to expect.

3 steps:

Step 1: Give a clear instruction and allow a few seconds to comply. If your child complies, enthusiastically reward them! If they don’t comply or show non-compliance, move on to Step 2. Example: “write your name” 

Step 2: Give the instruction again with a gestural or modeled prompt. For example, say, “Write your name,” and point to the peas or model the behavior. If they comply, offer praise, either subtle or verbal. If not, move on to Step 3.

Step 3: Provide a clear instruction along with a full physical prompt, like guiding their hand over the task (e.g., hand-over-hand to help them write their name). Do not reinforce the behavior at this point, but acknowledge the completion in a neutral tone, such as, "That's writing your name."

• Children with ASD learn faster with increased use of visuals (a picture of a bus to know it's time to go home)

• Use written and verbal instructions (putting it on the smart board)

Keep classroom decorations relevant to the learning environment. Avoid posters of animals, celebrities, or family photos, as these can be distracting for students with ASD. Instead, use posters that creatively support the curriculum.

Be flexible and responsive to student needs. If a student is frequently distracted by a digital clock, consider replacing it with a manual clock that is less stimulating. Be prepared to make adjustments to support the individual needs of the classroom.

• observe then document specific behaviors

  • these behaviors can be good or bad

• Frequency

  • how often these behaviors occur

• Duration/Time

  • how long or short these behaviors occur

• Rating

  • using rating scales, rate how common and severe the behaviors are

• Progress

  • monitor progress

  • how/what changes

• Document

  • Document the progress made

  • document after every session, then weekly, monthly, and yearly

  • helps create goals and lesson plans for future work

Some strategies that teachers can use in order to best support their students with ASD in their language development include:

• Incorporating visual supports

  • Visual supports such as pictures, symbols, and charts can significantly help students with ASD in understanding and communicating language. 

  • Visual supports provide

    • the students an opportunity to expand their vocabulary  

    • students with ASD the ability to understand the sequence of events or steps in a task. 

    • the students with ASD an alternative way to communicate their thoughts and feelings easier. 

• Peer modeling

  • Peer modeling can be an effective strategy for teaching students with ASD appropriate social communication skills. 

  • Students with ASD can observe their peers or other individuals demonstrate appropriate language and social behaviors

  • This allows students with AUtism Spectrum Disorders (ASD) to:

    • Encourage interaction and participation

    • Provide real world examples of social cues and conversational patterns. 

    • Reduce students anxiety by having an example of what is expected

• Communication with Families and Other Educators 

  • Communication between teachers, families and other professions is essential to supporting language development for students with ASD.

  • Open communication ensures that

    • Strategies implemented in school are being consistent across home and other environments

    • Student’s progress is regularly monitored, making adjustments easier when necessary. 

    • All individuals are aware of the students' needs and goals. . 

  • Regular meetings, progress reports, and frequent communication about the child can create a strong support system ultimately promoting the students language development. 

American Speech-Language-Hearing Association. (n.d.). Augmentative and alternative communication (AAC). American Speech-Language-Hearing Association. https://www.asha.org/public/speech/disorders/aac/?srsltid=AfmBOooC2zkU_WL_Dg975J9Rf5teBUyRftQH0LLiQwauc_ZbUgrFGCYc

Audra-Jensen-Admin-User. (2023, May 25). English language development for students with autism. ABA in School. https://abainschool.com/english-language-development-autism/?srsltid=AfmBOooGAGs7wBuY_ISRLdIGyVrR6C_E0Ag-Q6wlqN8oCI7CnSIhcUoz

Classroom, A. (n.d.). Strategies for teachers. Autism Teacher Strategies - AutismClassroom.com. https://www.autismclassroom.com/strategies

How to reduce problem behavior in children with ASD: Grant therapy services. Grant Therapy Services | Stop worrying. Start succeeding. (n.d.). https://granttherapy.com/3-step-prompting/

SDCAadmin. (2020, April 23). Autism in the classroom: How to handle behavior challenges. Sarah Dooley Center for Autism. https://www.sarahdooleycenter.org/news/autism-in-the-classroom-how-to-handle-behavior-challenges/

VCU Autism Center for Education. Setting Up Supportive Classrooms - VCU Autism Center for Education. (n.d.). https://vcuautismcenter.org/resources/factsheets/classroomTop5.cfm

Visual schedules for Autism Classrooms: 7 reasons why we use and Love them. Autism Classroom Resources. (2023, June 22). https://autismclassroomresources.com/visual-schedules-series-7-reasons-to/

Visual supports. undefined. (n.d.). https://www.autism.org.uk/advice-and-guidance/topics/communication/communication-tools/visual-supports