STARTERSCost

Motivation …………………………… time, moneyVisually-Based Strategies ………….. time, ink

MAIN COURSEPicture ExchangeCommunication System (PECS)……. time, ink

Social Stories ……………………………….time, ink

SWEETEN THINGS UPReader’s Theater………………………………..timeEmotional Thermometer………………….. ink

Interventions Cafe

MotivationMany students with ASD have a difficult time being motivated to engage in academics. If a teacher can find natural reinforcers, or motivation techniques, the need for direct intervention is reduced. Motivational variables have been proven to increase completion rate and interest while decreasing misbehavior. The best method for finding reinforcers is to ask the student about his/her interests. Also, changing consequences can create natural reinforcers that help alter behavior.

Visually-Based StrategiesStudents with ASD tend to respond more positively to visual images compared with auditory lessons. Video modeling, direct instruction, and support lead to higher levels of success. Because students learn better through visually-based strategies, students acquire more independence, with less attention and reliance on the instructor. A significant increase in word recognition and understanding has been shown through the use of visually-based computer strategies because students with ASD tend to maintain and generalize information more readily when new concepts are introduced and taught utilizing visuals.

DuckLion

MooseDog

PECSPECS is a communication system developed to assist students in building fundamental language skills. The visual strategy encourages communication through exchange of pictures, symbols, and objects. Students with ASD have a difficult time with language skills, and this system can help them communicate on a basic level while reaching their most prominent learning style – visual representations. This method can be used with paper and Velcro, computer programs, or phone applications.

Social StoriesSocial Stories can help students with ASD understand specific social situations. Social interactions are difficult for students on the Autism Spectrum, and using Social Stories help promote good, interactive behavior while encouraging reading. Presenting the stories to students before a situation occurs helps to prevent undesired behavior. These stories should not only include unwanted behavior, but positive behavior as well. When the teacher and student create the story together, the success rate is greater.

Reader’s TheaterResearch has shown that teachers that incorporate Reader’s Theater experience greater student motivation and increased interest in reading. Studies also show that Reader’s Theater engage students, provide a purpose for rereading, which results in better reading fluency. When fluency is increased, students have greater comprehension of what they’re reading. Teachers can also integrate other subject areas into Reader’s Theater, generalizing ideas and making the most of an activity. Student’s love to role play; why not allow them to do so while teaching reading skills?!

Content

Glad

Pleased

Happy

Joyful

Blissful

Delighted

Emotional ThermometerEmotional Thermometer are

created by the student to help with the comprehension of various intensities of words.

Students with ASD have a difficult time understanding emotions. This tool, kept at

hand, will help increase their understanding as well as vocabulary for writing.

Upset

Mad

Cross

Angry

Fuming

Outraged

Infuriated