Rehabilitation Research and Training Centers - VCU
Virginia Commonwealth University Autism Center for Excellence (VCU-ACE)
Autism Spectrum Disorders for Paraprofessionals
Module 3
Instructional Considerations
Slide 1: Introduction
• Providing instruction for students with ASD can be difficult at times
• This presentation will discuss the following topics:
• Accommodations/Modifications
• Using the student’s strengths
• Using the student’s interests
• Preparing for changes
• Breaking tasks into smaller parts
• Prompting
Providing instruction for students with ASD can be difficult at times. Students with ASD may have difficulties with motivation, abstract concepts, and distractibility from sensory stimulation or other things in the environment. We have talked about how to structure an environment so that students with ASD are more successful. Once the environment is set up, however, then we have to teach. As a member of the educational team, your job is to ensure that students have every opportunity to learn. As a paraprofessional, there are many things that you can do to help support student learning!
In this presentation, we will discuss things to consider when providing instruction. Topics covered in this presentation will include:
• Providing accommodations and modifications
• Using the student’s strengths
• Using the student’s interests
• Preparing for changes
• Breaking tasks into smaller parts
Slide 2: Accommodations/Modifications
• Accommodations and modifications are supports or changes that can be made that help the student learn the content
• Many students with ASD will need to be provided with accommodations or modifications to learn
Accommodations and modifications are supports we can provide to help the student learn the content. As a paraprofessional, you will likely have to provide accommodations and/or modifications for the student because many students with ASD will need them to learn. There are many different types of accommodations and modifications that can be made to help support the student.
Slide 3: Modifying the learning materials
• One of the main accommodations or modifications is changes to learning materials.
o Using large print materials
o Reading directions to the student
o Providing written directions to go along with oral directions
o Providing pictures to go along with oral information
o Receiving a copy of the teacher’s notes to use during a lecture
One of the main accommodations or modifications you will provide is changes to the presentation of the learning materials. This means changing or modifying the materials that are used to teach the student. Many students with ASD need information presented in different formats than other students. Some common accommodations that address changes to materials include:
using large print materials,
reading directions to the student,
providing written directions to go along with oral directions,
providing pictures to go along with oral information
receiving a copy of the teacher’s notes to use during a lecture
Slide 4: Responding to instruction
• The next area that accommodations address is how the student responds to instruction
o Matching words to pictures
o Pointing to the answer instead of saying it
o Using a computer to type instead of writing
o Using a calculator
o Using a communication device that can speak for the student
The next primary type of accommodations or modifications is changing how the student responds to instruction. The student needs to give information to the teacher to show they have learned what it is you are teaching. As noted previously, students with ASD might have deficits in communication or motor skills which impact their ability to demonstrate understanding of content in traditional ways such as describing verbally or writing. Some common accommodations to help the student respond to instruction include:
matching words to pictures
pointing to the answer instead of saying it
using a computer to type instead of writing
using a calculator
using a communication device that can speak for the student
Slide 5: Video: Accommodations
Video of Reese using the keyboard
In the following video, you will see a student with autism working with a classroom paraprofessional on typing spelling words on a laptop as the rest of the class writes the words on paper.
Slide 6: Video: Accommodations
Video of Tommy using alternate ways to respond
Slide 7: Video: Accommodations
In this video, you will see a student with autism working with a classroom paraprofessional on learning vocabulary. The student is unable to talk so he either points to the item or else he writes the name of the item.
TG and KH BRAAC video – Positive feedback
Edit to show only the first minute or so
Slide 8: Video: Accommodations
Slide 9: Using the student’s strengths
• We can help motivate students by taking advantage of their strengths.
• There are multiple learning styles
o Some people do better when they see things
o Some people do better when they hear things
o Some people do better they physically do something
• Students with ASD typically do better when things are presented visually and when they get to do something physically.
Many students may be unmotivated to learn. They may not see the purpose in the activity they are being asked to do or may prefer to do something else. But we can help to motivate our students by taking advantage of their strengths.
It is important to remember that some students will have strengths in one area and will struggle in another area. For example, Larson is advanced in math but struggles in reading and writing activities. There are multiple learning styles. Take a moment and think about how you learn best. Do you learn better when you actually see things? Do you do better when you hear things? Or, do you learn better when you actually physically do something like write it down or use manipulatives? Remember those with ASD have an impairment in receptive communication, therefore, learning by hearing things is probably not going to be the most effective way to teach this group. For example, a lecture about George Washington or being told a long list of directions may not work well! Instead those with ASD typically do better when things are presented visually and when they get to do something physically.
We can use this strength in our teaching. For example, Jared is a visual learner, so we can make all instructions visual, making it easier for him to understand. Chantal is also a visual learner so she is provided with a copy of the notes for her Biology class so she can read along as the teacher gives his lecture. Jerome likes to physically manipulate things so he learns to do addition by counting plastic dinosaurs.
Slide 10: Student interests
• Many students with ASD have intense interests
• You may consider using a student’s interest in the content of what they are learning
• You can also use the student’s interest to motivate them by allowing the student to earn time to engage in that interest
Many students with ASD have intense interests. For example, Shauna loves dogs and likes to read books about them. If given the chance, Shauna would talk about dogs for hours, even if no one was listening. Using these interests is helpful to motivate the student with ASD. There are multiple methods of doing this.
You may consider using a student’s interest in the content of what they are learning. For example, if Shauna loves dogs, then her math worksheet may have pictures of dogs on it or she might use small dogs as manipulatives to help her count. In English, perhaps Shauna is allowed to write her three paragraph essay on dogs. Once she learns the skill of writing a three paragraph essay, she may then be asked to write about another topic but allowing her to use her favorite topic of dogs can motivate her to learn this skill.
Slide 11: Using interests to motivate the student
• Many students with ASD have intense interests
• You may consider using a student’s interest in the content of what they are learning
• You can also use the student’s interest to motivate them by allowing the student to earn time to engage in that interest
You can also use the student’s interest to motivate them by allowing the student to earn time to engage in that interest. For example, if Jackson loves trains, you could provide him with tokens. For each task he completes, he earns a token which earns him time on the computer to read about trains and maybe watch a video about trains. Let’s say, every time Jackson completes three math problems, he earns a token. When he earns six tokens, he is allowed to use the computer to read about trains.
Slide 12: Examples of using student’s interests
Here are a few examples of using student’s interests to teach. The picture on the right shows a first grader using a computer to do math. He doesn’t really like math, but loves the computer. This motivates him to do his subtraction problems.
The second picture shows a student in kindergarten who is just learning how to write. He really does not like holding a pencil and writing so the teacher is having him trace letters in shaving cream before asking him to hold a pencil. He loves the shaving cream and is very motivated!
Do you remember the video of the young boy with Asperger’s syndrome who loved learning and talking about the planets. What are some ways you could use his interests to increase his motivation at school?
Slide 13: Video: Using interests for instruction
In this video you will see an example of a high school student who is engaging in an activity that is tailored to meet his interests.
Slide 14: Video: Using interests for instruction
Video - BRAAC: AOB and AB vacuum TA
Slide 15: Preparing for changes
• Preparing a student for changes in his or her day is critical
• Change can be overwhelming and scary
• Students need to be taught how to handle change
• Let the student know change is coming as soon as you can
• You can tell the student this verbally, but you can also show this visually
Preparing a student for changes in his or her day is critical! Think about yourself for a moment. How do you feel when someone changes your schedule and doesn’t let you know? All of a sudden your mother-in-law is standing at your door saying “surprise!” or your daughter tells you last minute she has a dance recital. I’m sure this doesn’t feel great and leads to some frustration! For our students with ASD, this can be overwhelming and sometimes scary. Change is a part of life for all of us. Since we can’t always keep things exactly the same and surprises do occur, the student needs to be taught how to handle change.
You want to make sure to let the student know about the change that is going to occur as soon as you can. For example, if you know that the resource class is going to be Music today and you know that the Music teacher is out and there is a substitute, it would probably be a good idea to tell the student there is a substitute teacher for Music before the student arrives in Music class and sees a different teacher.
There are several ways to prepare a student for change. You can tell the student verbally, but you can also show this visually to the student. Again, those with ASD are more visual, so showing it is often a better solution! When you prepare a student for change, discuss it and let the student ask questions.
Let’s look at an example of how to do this on the next slide. In the video you will see that Andy is being prepared for a change in the music teacher since there is a substitute.
Slide 16: Video: Preparing for change
Okay Andy, let’s go over your schedule today. First we’re going to unpack our backpack, then we have circle time, then we have reading time, then we have resource, which is music, then we have lunch, math time, and then we go home.
But you know we talked the other day about how sometimes we have an “oops” activity. Well in music, we’re going to have a substitute today..
Slide 17: Preparing for change example
Remember when we talked about using schedules with the student? You can show the student on his or her schedule when the change is going to happen.
Let’s think about our example of a substitute. Take a look at the picture on your screen. You can see a visual schedule that the student uses, but there is a picture place on the schedule so Andy can see that there is a change for Music class. Teaching Andy that this Oops! sign means a change will allow you to place it on his schedule to indicate a change is occurring. Once you place the sign on the schedule, you can then talk about how the Music teacher is going to be different today. Showing this to Andy before Music class and allowing him to ask questions about it will help him prepare for a substitute teacher in his classroom.
Slide 18: Think about it!
• Find the question titled: Preparing for changes.
List at least two changes that could occur during a school day for which you would want to prepare the student.
• For each student you work with, write down how you would prepare the student for the change.
Now it’s your turn. In your documents find the Think about it! document titled: Instructional Strategies and Considerations. Now find the question titled: Preparing for changes.
School is typically a predictable environment. Teachers tend to follow a regular schedule, classes happen at the same time, lunch occurs at the same time, and the same people tend to work with students. However, there are many changes that can occur during a school day.
For this Think about it! activity, think about the students with whom you work. List at least two changes that could occur during a school day for which you would want to prepare the student.
After you have listed the things that could change, for each student you work with, write down how you would prepare the student for the change. Would you tell the student? Show the student a picture? Show a change on the schedule? Or, perhaps you would do multiple things.
Slide 19: Thoughts!
• Assemblies
• Fire drills
• Substitute teachers
• A new student
• Moving to a different classroom
• Changing seats
• Starting new content
• Using different materials
• Working with a new partner or in a new group
• Riding home with mom instead of taking the bus
• Going to a dentist appointment
• Others…
There are many changes that can occur during a school day. Here are some examples: assemblies, fire drills, substitute teachers, a new student, moving to a different classroom, changing seats, starting new content, using different materials, working with a new partner or in a new group, riding home with mom instead of taking the bus, going to a dentist appointment, and many more that you probably thought of.
Slide 20: Breaking tasks into steps
• There are many tasks we will want our students to do and many of these tasks will have more than one step in order to complete them
There are many tasks we will want our students to do. Many of these tasks will have more than one step in order to complete them. Even the simplest tasks will have many steps. Let’s look at examples on the next slide
Slide 21: Breaking tasks into steps examples
• Putting on a jacket- this can involve walking to the coat closet, picking up the correct coat, arranging it correctly, putting one arm through the sleeve, swinging the coat around, putting the second arm through the sleeve, pulling the coat onto the shoulders, and so on if we wish to button or zip it.
• Completing addition problems- this may involve identifying the first number in the math problem and counting out a number of items that match the first number, then finding the second number and counting out the number of items that match the second number, counting the total, writing down the answer, and perhaps checking the work to make sure it is correct.
• Getting ready for reading – this may involve putting away the items on the desk in the correct location, listening to the teacher to find out what is needed, looking in the desk to find the reading books, putting the book on the desk, getting a pencil, and so on.
Other examples include washing hands, getting lunch, answering questions in a workbook, having a conversation with a classmate, completing a puzzle, completing an art project, writing a paper in English class, going to your locker, and so on.
Slide 22: Breaking tasks into steps using a task analysis
• Often students have difficulty learning the entire task at one time
• Breaking tasks into small steps is called task analysis
• When the task is broken down into the smaller steps, you can then teach each step of the task until they can do the entire task
• Teach one step at a time
When we ask students to complete tasks, often they have difficulty learning the entire task at one time. The task may be too hard when it is first introduced and you may have to break that task into smaller, more manageable steps. Breaking a task into smaller steps is called task analysis. When the task is broken down into the smaller steps, you can then teach each step of the task until they can do the entire task.
Using a task analysis and breaking a skill into small, learnable parts is a valuable strategy that you, as a paraprofessional, will use with students with ASD throughout the entire school day!
With a task analysis we will teach one step at a time and will work on it until the student is able to perform it. Once he learns a step, we move to the next one.
Slide 23: Task analysis examples
Putting on a jacket-
teach him to walk to the coat closet
teach him to pick up his coat
teach him to hold it by collar and put one arm through sleeve
and so on…
Completing addition problems-
teach to find the first number in the math problem and count items
teach to point to second number and count items
teach him to count the total
and so on….
Let’s apply a task analysis to the examples we discussed above.
Putting on a jacket- When teaching a student to put on a jacket, we can begin by first teaching him to walk to the coat closet. Once he is able to do this, we can then teach him to pick up his coat. Next, we will teach him to hold it by the collar and put one arm through the sleeve.
Completing addition problems- For a student learning to do addition, we would teach him to find the first number in the math problem and count out the correct number of items. For example, if this problem is 4 + 2, we teach the student to point to the number “4” and count out 4 plastic beads. After he has learned this step, then we teach him to point to the second number and count out two more plastic beads. Next we teach the student to count the total. Once these steps are learned then the student is taught to write down the answer.
Slide 24: Task analysis example
• Video: Task Analysis – Making salad
Here you can see an example of a task analysis in action. The student in this video uses an iPod to tell her the next step in making the salad. As it tells her what to do, she completes the step. Keep in mind as you watch the video that if the student was simply told to make a salad, she might just look at you or walk away or attempt to make the salad and make it incorrectly.
Slide 25: Video: Task Analysis-Making salad
Slide 26: Breaking tasks into smaller parts
• A similar strategy is to break a complex task into smaller parts so that it is more manageable for the student to complete
• It is helpful if we break it down into small manageable parts
Now you have learned how you can break a complex task into steps and teach them one at a time. A similar strategy is to break a complex task into smaller parts so that it is more manageable for the student to complete. Have you ever set out to clean your house and you get overwhelmed by how much you have to do? In this situation, you would likely decide a certain area to work on. Perhaps you decide the kitchen is the most important so you put away the dished and wipe the counters before tackling the bathroom. This makes it less overwhelming and more doable for you to clean your house!
Remember, the student may lack motivation. However, the student may also have a challenging time with attending and also with completing multiple steps in a long activity. Therefore, it is often helpful if we break it down into small manageable parts. Let’s look at examples.
Slide 28: Breaking tasks into smaller parts examples
• Completing a math worksheet-
give 3 problems at a time, until all the problems are finished
• Writing a paper on a book read in class-
outline the steps of writing a paper and have the student complete one section at a time
Completing a math worksheet- Completing a long math worksheet may be difficult for some students. Instead of giving the student one long sheet and having them complete all problems, we can give her 3 problems at a time. When the student finishes the 3 problems, provide praise and reinforcement, then give her 3 more. Continue this until all the problems are finished.
Writing a paper on a book read in class- There can be many ways you can break this task down into manageable parts. You can outline the steps of writing a paper and have the student complete one section at a time. Step 1 may be to outline the important points to be included in the paper. Step 2 can be outlining the different paragraphs. Step 3 can be writing 3-4 sentences in each paragraph. Step 4 can be to read your paper and make any corrections needed. Of course, there may be other steps involved, and these would be broken into small parts too.
Slide 29: Breaking tasks into smaller parts
In this video, you will see a student working on a math worksheet. Notice how his teacher breaks the math worksheet into smaller parts for the student to work on.
Slide 29: Breaking tasks into smaller parts video example
Math worksheet into three problems
Slide 30: Apply it!
• Pick one of the goals a student is working on.
• Write down all the steps needed in order to complete the skill.
• Think about how you are teaching the skill.
• Write down two other skills that you are working on that could be broken down in this way.
Now it’s your turn. In your documents find the Apply it! document titled: Instructional Strategies and Considerations. Now find the question titled: Task Analysis.
• Find the IEP of a student with ASD with whom you work. Look at his/her goals and pick one of the goals that the student is working on.
• Think about how the goal is being taught. Think about that skill and write down all the steps needed in order to complete the skill. After you have all the steps written down, make sure to put the steps in order.
• Think about how you are teaching that skill. How could you focus on each of the steps, rather than the entire skill? Would that be beneficial for the student?
• Write down two other skills that you are working on that could be broken down in this way.
Once you have completed this “Apply it” activity, share your paper with your supervising teacher. Talk with your supervising teacher about the skills you chose and how you broke them down. It would be helpful to take this opportunity and discuss all of the skills you teach to the student to see if there are smaller pieces you could teach the student which would promote success.
Slide 31: Summary
• Students with ASD can often learn what their peers are learning if they are supported in the way that they need to be supported
• Providing these types of instructional strategies and accommodations/modifications can help students with ASD to learn more and to be more successful
We have discussed many different types of instructional considerations in this presentation. Students with ASD can often learn what their peers are learning if they are supported in the way that they need to be supported. Supports we’ve discussed include using the student’s strengths and interests, preparing the student for changes, breaking tasks into smaller parts, and prompting. Providing these types of instructional strategies and accommodations/modifications can help students with ASD to learn more and to be more successful!
Information for this presentation is from Virginia Commonwealth University's Autism Center for Excellence (VCU-ACE) that is funded by the Virginia State Department of Education (Grant # 881-61172-H027A100107). Virginia Commonwealth University is an equal opportunity/affirmative action institution providing access to education and employment without regard to age, race, color, national origin, gender, religion, sexual orientation, veteran's status, political affiliation, or disability. If special accommodations or language translation are needed contact (804) 828-1851 VOICE -- (804) 828-2494 TTY
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