https://padlet.com/melaniegrupka/uvudrd0lsykcmywf en-us 2022-04-23 17:08:45 UTC 2025-12-18 07:32:35 UTC hello@padlet.com melaniegrupka https://padlet.com/melaniegrupka/uvudrd0lsykcmywf/wish/2154778216 A general overview of ASD: 
https://www.asha.org/public/speech/disorders/autism/

Helpful information for family and courses for professionals: 
https://autismnavigator.com/

Tips for teachers: 
https://www.teachforamerica.org/stories/6-tips-for-teaching-students-with-autism

Accommodation ideas: 
https://www.elemy.com/studio/autism-and-education/accommodations/


]]> 2022-04-23 17:11:16 UTC https://padlet.com/melaniegrupka/uvudrd0lsykcmywf/wish/2154778216 melaniegrupka https://padlet.com/melaniegrupka/uvudrd0lsykcmywf/wish/2154778334 Having low-distraction work areas is an important accommodation as children with ASD are often easily distracted because they cannot tune out common distractions which then impacts their focus on their assignments. 

Having a schedule and routine is important to children with ASD so having visual schedules and giving warnings before changing activities is a key accommodation. 

Creating spaces that limit sensory input will help students with ASD as they may be overwhelmed by too many sensory inputs happening at once. This can include a space with restricted lights, neutral colors, and comfortable seating such as bean bag chairs.


]]> 2022-04-23 17:11:31 UTC https://padlet.com/melaniegrupka/uvudrd0lsykcmywf/wish/2154778334 melaniegrupka https://padlet.com/melaniegrupka/uvudrd0lsykcmywf/wish/2154778496 1. ASD affects 1 in 44 children in the US
2. ASD is a spectrum disorder meaning that every person  can present different and have different signs and symptoms 
3. There is no known cause for ASD but contributing factors can include genes, early brain development, and the environment
4. ASD presents differently in males than females due to characteristics such as camouflaging 
5. ASD impacts social interactions, communication skills, and cognitive functioning
6. About 40% of children with ASD do not communicate verbally but with intervention can still communicate effectively
7. ASD is the fastest growing developmental disorder and has steadily grown over the last 20 years
8. Individuals with ASD can have delayed or impaired acquisition of words, word combinations, and syntax.
9. There are many comorbid conditions that are associated with ASD such as Fragile X, anxiety disorder, ADHD, Tourette Syndrome, and persistent viral infections
10. While there is no cure for ASD, early intervention is key for progress]]> 2022-04-23 17:11:54 UTC https://padlet.com/melaniegrupka/uvudrd0lsykcmywf/wish/2154778496 melaniegrupka https://padlet.com/melaniegrupka/uvudrd0lsykcmywf/wish/2154778608 There are several interventions that can be implemented for children with ASD but their effectiveness depends on the child and their needs. 

1. Social Scripts are one intervention that can be used to help with social interactions. This has the child work with an SLP to go through different social scenarios. It teaches them different ways they can respond in those scenarios that are socially appropriate. Role playing is done to reinforce the skills that are learned in this intervention. 

2. Alternative and Augmentative Communication (AAC)  is another commonly used intervention that can aid in communication for these children who can be complex communicators. There can be different types of AAC implemented such as iPads, picture exchange systems, and communication books depending on the child's needs and preferences. 

3. Peer-mediated interventions are something that have recently become more popular to use with this population. This involves teaching typically developing peers different strategies to use with peers who have ASD and then having them work together instead of an SLP teaching those skills. This creates peer relationships and allows peers to demonstrate behaviors and be role models. 

4. Applied Behavior Analysis (ABA) is commonly used to change behaviors and positively reinforce the desired behavior. ABA typically focuses on communication, social skills, self-control, and self-monitoring. These skills are then taught to be applied to every day settings and scenarios. ]]> 2022-04-23 17:12:09 UTC https://padlet.com/melaniegrupka/uvudrd0lsykcmywf/wish/2154778608 melaniegrupka https://padlet.com/melaniegrupka/uvudrd0lsykcmywf/wish/2154779050 Morin, K. L., Sam, A., Tomaszewski, B., Waters, V., & Odom, S. L. (2020). Knowledge of evidence-based practices and frequency of selection among school-based professionals of students with autism. The Journal of Special Education, 55(3), 002246692095868. https://doi.org/10.1177/0022466920958688

Summary: 
This article wanted to find out if there were differences when it came to occupation when selecting evidence-based practices, knowledge of those practices, and the average number of evidence-based practices selected. They looked at over 22,000 school-based Autism Focused Intervention Resources and Modules (AFIRM) users in this study. 

Key points: 
1. Antecedent-based intervention was the top selected practice across all occupations (administrator, general education teacher, paraprofessional, related service provider, special education teacher, or technical assistance provider). This was followed by visual supports and prompting.
2. All occupations consistently scored highest on technology-aided instruction and intervention, social skills training, and naturalistic interventions when it came to knowledge of evidence-based practices. 
3. Administrators and special education teachers had a statistically significant higher knowledge of evidence-based practices than general education teachers or technical assistance providers/coaches. 
4. The practices that were selected are commonly used to support the emotional needs of students with ASD including behaviors that disrupt learning. 


]]> 2022-04-23 17:13:13 UTC https://padlet.com/melaniegrupka/uvudrd0lsykcmywf/wish/2154779050 melaniegrupka https://padlet.com/melaniegrupka/uvudrd0lsykcmywf/wish/2154779455 When creating goals, make sure that evidence based practice is being used. Goals related to eye contact for example are no longer appropriate. Making goals related to initiating conversation on the other hand are appropriate.

Make sure that students have the supports that they need to be successful. This can include visual aids, schedules, and having access to AT. 

Remember that this is a spectrum disorder. No one will present the same and children cannot be treated the same. They have individual needs based on where they fall on the spectrum. 


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