Instructional Strategies-Children with ASD

Instructional Strategies-Children with ASD

Children with ASD sometimes find it difficult to learn in traditional educational settings. To support them, teachers can use evidence-based practices to provide effective interventions.

Three Instructional Strategies

1. Support Routines and Transitions: Creating and maintaining a predictable routine for children with ASD can help them become familiar with what will come next (Dillon, 2018). This familiarity can reduce anxiety and provide structure. Additionally, providing visual cues or prompts during transitions, for example, using a timer, can give children advance warning of when environmental changes are imminent.
2. Using Sensory Tools: For children with severe sensory issues, tools such as weighted blankets, fidgets, and sensory boxes can be helpful when it comes to managing behavior. In addition, providing opportunities for sensory exploration and movement throughout the day can help children to self-regulate (Shelton, 2016). For instance, allowing children to take a break and jump on an exercise ball for a few minutes can be calming and focus-inducing.
3. Visual Supports: Visual supports are especially important for students with ASD as they provide cues that can help them stay focused and organized. These may include written schedules, visual instructions, social stories, flashcards, or any other visual aid that a child may find helpful.

Why these Strategies

I chose the above three strategies because they are the most effective for processing information. Learners with ASD often respond better to visual supports, so visuals can be an important tool when teaching children. Furthermore, providing sensory tools and routines helps create a calming environment for these students to focus on learning (Connor, 2018). I like using support routines because they teach children to become familiar with a schedule, providing structure and reducing anxiety. I also believe that using sensory tools can be beneficial for calming students down and allowing them to self-regulate. Visual Supports create a focused learning environment for students to understand their tasks better. Visual cues allow learners to comprehend the idea better when introducing a concept or skill. I will keenly increase the duration of visual supports as the complexity level increases.

References

Connor, D. (2018). Supporting Children with Autism in the Primary Classroom: A Practical Approach. Routledge.

Dillon, R. (2018). Room for Improvement. Educational Leadership, 76(1), 40-45.

Shelton, T. (2016). Practical strategies for supporting young learners with autism spectrum disorder: Lewisville: Gryphon House Inc. Retrieved November 23, 2022, from https://archive.org/details/practicalstrateg0000shel

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Your readings provided you with information on screening, early intervention, and education strategies for children with ASD. Evidence-based practices as interventions are essential in early childhood. Consider what these practices are and why they are effective.

Instructional Strategies-Children with ASD

Please respond to the following:

Share three instructional strategies historically used for children with ASD that you would prefer to use.
Explain why you chose and believe the three instructional strategies are effective.
In your reply posts, find a post you agree or disagree with and explain why.

Remember that your goal for discussion is three-fold:

To participate actively over multiple days throughout the unit.
To contribute in a way that adds to the discussion and moves it forward in an original fashion.
Use the course content to inform your posts and responses.
Remember that when you post, you should always reference items you cite — be sure to use APA format for this. Also, refer back to the rubric as often as you need to during the week. The class is about sharing knowledge, so use discussions to create a community resource for yourself and your colleagues.

This discussion addresses the following Unit Outcome:

Describe potential strategies and resources that can be used to design and deliver effective programs for children with ASD.
It also addresses the following Course Outcomes:

CE340-2: Discuss the historical and theoretical foundations of autism spectrum disorder.