In the Instruction of Individuals with Autism Spectrum Disorder

PROJECT

CALIFORNIA STATE UNIVERSITY SAN MARCOS

PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE

MASTER OF ARTS IN SPECIAL EDUCATION

TITLE: In the Instruction oflndividuals with Autism Spectrum Disorder: A Handbook for Supporting Educators at the Primary Level

AUTHOR(S): Priscilla Langarica

DATE OF SUCCESSFUL DEFENSE: 12/02/2021

THE PROJECT HAS BEEN ACCEPTED BY THE PROJECT COMMITTEE IN

PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF ARTS IN SPECIAL EDUCATION

Jodi Robledo Dec 3, 2021 COMMITTEE CHAIR SIGNATURE DATE

Rebecca Brooks Dec 3, 2021 COMMITTEE MEMBER SIGNATURE DATE

COMMITTEE MEMBER SIGNATURE DATE

COMMITTEE MEMBER SIGNATURE DATE

In the Instruction of Individuals with Autism Spectrum

Disorder: A Handbook for Supporting

Educators at the Primary Level

Priscilla Langarica

Submitted in Partial Fulfillment of the

Requirements for the Master of Arts Degree

in

Special Education

California State University San Marcos

Fall, 2021

EDUCATORS TEACHING STUDENTS WITH AUTISM

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Abstract

Autism is ever increasing by the year and with more diagnosed with this neurodivergent

disorder, further educators are needing support and training in how to teach this special and

expanding population. This project explores this need through its collection of various teaching

strategies, reinforcements, including an online component, classroom organizations, supportive

resources for educators, parents, and students with autism that include books, blogs, and

storybooks, all through an inclusive, person-first philosophy for education specialists in an easy-

to-read handbook. Although aimed at primary-level, education specialists in the set-up and

ongoing instruction of their own classroom, various educators, including paraprofessionals,

general educators, and even parents/family who want to be involved in the instruction of their

child with ASD, may benefit from this guide.

Keywords: Autism Spectrum Disorder, best practice, evidence-based practices,

neurodevelopmental disorder, neurodivergent, pandemic, special education, teaching

strategies, teaching virtually, virtual instruction


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Acknowledgments

From the greatest support and sincerest love of my god-fearing, immigrant parents,

Eduardo and Gloria Langarica, I have been able to achieve my dreams in reaching this

accomplishment. It is because of their constant sacrifice and work ethic that has allowed me to

become the education specialist I finally am today. To my sister, Jacqueline, I am grateful for

your love, companionship, and leading example of how life-changing appropriate special

education services are. To my pastor, mentor, and fellow education specialist, David Karavas, I

cannot thank you for your impact and consistent support in my life and educational career.

To the faculty at California State University, San Marcos’ School of Education

department, I am most grateful to have earned my credentials and now masters here. I would like

to recognize and specifically thank Dr. Jodi Robledo, Dr. Rebecca Brooks, Professor Leslie

Mauerman, Dr. Emiliano Ayala, Dr. Laura Wendling, Dr. Ingrid Flores, and Professor Mike

Norman for your warm and ohana-like example of a connected and well-supported education

team. Your instruction, expertise, and sincere devotion these last few years to the field of special

education is inspiring and needed. I could not have completed such a program without you and

especially with the mayhem that has been COVID-19. Thank you for your understanding in my

personal challenges and for making a two-year absence an easy and welcomed return. I have

learned and grown significantly as an educator and person because of you.

To my Ohana cohort of the CSUSM Concurrent Program, you made this challenging

journey fun and with that needed belonging. I am blessed to have learned and grown alongside

you and look forward to our futures as education specialists. I am excited to know our paths will

continue to cross.


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To my revered master teachers, William (Bill) Fleming, Noel Reynolds, and Tekoa

Chilcote: having had you as my cooperating teachers reassured me that this is the field I belong

in. As we know, education is nothing without the needed heart and soul of our teachers. You

embody these essential qualities and it has been a genuine privilege for me to have witnessed and

experienced this.

To my students and their families, I am often left without words when I think of the

connections made and interactions I have had with such special and life-changing people. These

experiences are another aspect of teaching I favor. I am grateful for your patience and trust as I

have grown as an educator. Thank you for everything.

Finally and most importantly, I praise God for guiding me through His plan for my life

and sending the right people and lessons in His perfect time. I am nothing without my faith and

Redeemer Jesus Christ. “Jesus spoke to the people once more and said, ‘I am the light of the

world. If you follow me, you won’t have to walk in darkness, because you will have the light that

leads to life’” (John 8:12, NLT). I have known no other love of this purity and of overwhelming

grace that only He can provide. I cherish my life and those in it because of this gift and ultimate

freedom. It is because of God and His Living Word that I recognize the most important

commandment, after following Him, is in loving and serving one another through our actions. I

am eager to improve as an educator from the greatest Teacher to ever live. Now if I can get a

miracle for these student loans... :)

Priscilla Marie Langarica


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Table of Contents

Abstract ...................................................................................................................................... 2 Acknowledgments ..................................................................................................................... 3 Chapter One: Introduction ...................................................................................................... 6

Purpose of Project ................................................................................................................... 8 Significance of Project ............................................................................................................ 9 Definition of Terms............................................................................................................... 10

Chapter Two: Literature Review .......................................................................................... 12 Autism Spectrum Disorder and Its Characteristics ............................................................... 12 Recommended Strategies and Supports for Teaching Students with ASD .......................... 14 Educators’ Preparation & Remaining Needs in Teaching Students with ASD .................... 17 Summary ............................................................................................................................... 20

Chapter Three: Methodology ................................................................................................ 23 Audience and Setting ............................................................................................................ 23 Procedures for Developing the Project ................................................................................. 24

Chapter Four: Results ............................................................................................................ 26 Chapter Five: Discussion ........................................................................................................ 27

Limitations of Project ........................................................................................................... 27 Next Steps ............................................................................................................................. 29 Lessons Learned and Educational Implications .................................................................... 30 Conclusion ............................................................................................................................ 31

References ................................................................................................................................ 32 Appendix A .............................................................................................................................. 36

TABLE OF CONTENTS .................................................................................................. 38 INTRODUCTION ............................................................................................................ 39 AUTISM SPECTRUM DISORDER ................................................................................ 40 RECOMMENDED STRATEGIES .................................................................................. 46

SOCIAL LEARNING ................................................................................................... 46 BEHAVIORAL SUPPORTS ........................................................................................ 52

CLASSROOM ORGANIZATION ................................................................................... 59 VIRTUAL INSTRUCTION ............................................................................................. 64 SUPPORTIVE RESOURCES .......................................................................................... 69

RESOURCES FOR EDUCATORS/PARENTS ........................................................... 69 RESOURCES FOR STUDENTS W/ASD ................................................................... 71

CONCLUSION ................................................................................................................. 72 REFERENCES ................................................................................................................. 73


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Chapter One

Introduction

Autism spectrum disorder (ASD) is ever increasing among our youths. According to the

Centers for Disease Control and Prevention (CDC) (2021), as of this year, at least 1 in 44

children are diagnosed with ASD, with boys being four times as likely than girls to be diagnosed.

Back in 2000, it was a mere 1 in 150 children that were diagnosed with ASD. This increased

prevalence in ASD is likely for a variety of reasons including, but not limited to improved and

increased diagnosing. This significant increase in individuals with ASD at various points on the

spectrum has brought an increased need for research in the education of and support for students

with ASD, that includes post-school outcomes.

Due to this consistent increase, what is needed more than ever is continued research and

gathering of the best, most recommended, and successful teaching strategies educators can use in

the instruction of primary-level students with ASD in special education. This project specifically

provides a collection of various teaching strategies, reinforcements, including an online

component, classroom organizations, resources for students, families, and educators, and

philosophy for education specialists in an easy-to-read handbook. Although aimed at education

specialists in the set-up and ongoing instruction of their own classroom, various educators,

including paraprofessionals, general educators, and even parents/family who want to be involved

in the instruction of their child with ASD, may benefit from this guide.

Educators, from special and general education teachers to paraeducators, are the primary

instructors when teaching and supporting students within the public elementary settings. The

valuable experience, input, and expertise of these educators should be considered and collected

when learning how to best teach students with ASD, within elementary and middle school.


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Additionally, given the recent coronavirus disease 2019 (COVID-19) which globally suspended

all in-person schools and learning, beneficial strategies have emerged in teaching students

virtually. Finally, given the author’s personal and professional experience in teaching, they have

acquired their own set of effective approaches to teaching students with ASD.

The author has had their own personal connection and direct interactions with ASD.

Aside from the direct experience in working with and teaching students with autism, the author

has a total of sixteen nieces and nephews, ranging in age from one year old to twenty-one years

old. Of those sixteen and by the time they were six years old, three of them have been diagnosed

with autism spectrum disorder (ASD). Their severities range from mild/moderate to

moderate/severe and have improved significantly due to early intervention and support. From

their example, these initial years of intervention have had the highest impact in changing and

supporting the course of a child’s life, severity of ASD, and combination of their conditions on

the ASD spectrum.

The aim of this first chapter is to discuss the purpose of the project and the lack of

resources and supports for both general and special educators, inclusive of paraprofessionals

when teaching students with ASD at the primary level. The significance of the project is then

appropriately addressed signifying the need for explicit, easy to understand, current, and

research-supported teaching strategies in a collective, jargon-free handbook. The chapter

concludes with the author’s promise to simply and directly define any common, but often

confusing jargon and educational terms. This necessary definition of terms is the final topic in

the first chapter.


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Purpose of Project

Early intervention plays a vital role in educating a child with ASD, but another key factor

is the quality of specialized instruction and the teaching strategies they are taught through,

proving critical in positively affecting one’s life. As an education specialist, the author’s realized

the lack of immediate, consistent, and reliable resources for educators in instructing students

with ASD and at the primary level. There are a variety of journal articles and textbooks which

describe ASD and its characteristics. However, this information can be outdated, vary by student

and their ASD characteristics, and dependent on certain settings or specific grades and ages.

Additionally, education specialists earn their credentials from a variety of college and university

credential programs. There are no set or standard strategies all credentialed educators are

required to learn when instructing students with ASD. Although a notable project and highly

revered standard, the National Standards Project from the National Autism Center is a valuable

resource for educators and parents of children with autism. However, it is not a requirement

across all general and especial education credential programs in the training of their teacher

candidates.

As educators are aware, all students vary in stages developmentally, cognitively,

emotionally, and physically. Once these initial factors are combined with disabilities, specifically

ASD, the more varied ways a student learns, masters, and progresses from their specific settings

and support team both academically and socially.

In preparation of understanding how students with ASD best learn, the author has read

through, summarized, and included research-supported journals, articles, books, and online

sources which describe what autism spectrum disorder is. This is then followed by an overview

of recommended teaching strategies and how to vary instruction to support students with ASD.


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In effort to achieve this, a review of available literature that categorizes what best practice

teaching strategies and techniques are recommended for teaching students with ASD is

considered.

The purpose of the second chapter’s literature review and project is to consider how

varied and constantly evolving the recommendations for teaching students with ASD are. With

increasing rates of ASD and special education services adjusting to best learn how to support

students, the need for this project is evident and relative to the current climate.

Most recently, with the ongoing, global pandemic of the coronavirus disease 2019

(COVID-19), there was an immediate and necessary shift to sudden online schooling through

various video-chat platforms and resources. With this in mind, the need for this project and its

useful, online strategies is highly relevant and a strong area of need in which the project

effectively provides. This portion of the handbook is largely based on the author’s experience

when virtually teaching special education as both a para, general and special education teacher

during the pandemic.

Significance of Project

This project is designed for special educators who teach, interact, and support students

with ASD, at the primary level. It will effectively improve education by providing current,

relevant, realistic, and effective strategies and experiences that would best support students with

ASD. Its effect will directly impact students, their teachers, and effectively the families and

communities of our schools as the handbook provides specifics to utilize and allow for overall

student progress. It builds upon previous literature by its consideration and current variation.

This successfully fulfills the occurring gap in education right now as tried and new methods are

being implemented in the instruction of students with ASD.


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Definition of Terms

Applied Behavioral Analysis (ABA) Therapy/Intervention: Most commonly known as

a highly effective therapy in supporting students with ASD is Applied Behavior Analysis (ABA)

therapy (Leblanc et al., 2005). This therapy has expert therapists working one-on-one with

students through intensive and consistent efforts to recognize positive, desired behaviors through

a positive reinforcement system. Skills are typically broken down into simple tasks to learn

through. It is common for ABA therapy to occur in a child’s home and average at 30 to 40 hours,

weekly (Leblanc, 2005), but also at school and in the community. “ABA intervention consists of

a tremendous amount of structure and reinforcement provided at a high rate” (Leblanc et al.,

2005, p. 14).

Autism Spectrum Disorder (ASD): “...a developmental disability that significantly

affects verbal and nonverbal communication and social interaction, is generally evident before

the age of 3, and adversely affects a student's educational performance. The regulations further

provide that the following characteristics are often associated with autism: repetitive activities

and stereotyped movements, resistance to change environmentally and in daily routines, and

unusual responses to sensory stimulation.” (Turnbull et al., 2020, p. 307). “Manifestations of the

disorder also vary greatly depending on the severity of the autistic condition, developmental

level, and chronological age; hence, the term spectrum” (American Psychiatric Association,

2013).

Educator: A person skilled in teaching, who provides instruction or education (Merriam-

Webster, 1673).

Paraeducator: Also commonly known and referred to as paraprofessional, para,

teacher’s assistant, instructional aide, and/or simply aide, Massafra et al. (2020) shares there are,


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“various names for the paraprofessional role [that] have been used over the years, including para,

paraeducator, teacher’s aide, education assistant, instructional assistant, and classroom assistant.

In 2015, the Every Student Succeeds Act (ESSA) included several terms that can be used for the

role of a paraprofessional, including ‘paraeducators, education assistant, and instructional

assistant’ (20 U.S.C.§ 8002 (37))”.

Special Education: The 2004 Individuals with Disabilities Act defines special education

as, “specially designed instruction, at no cost to the parents, to meet the unique needs of a child

with a disability including instruction conducted in the classroom, in the home, in hospitals and

institutions, and in other settings; and instruction in physical education” (Individuals with

Disabilities Education Act, 2004).


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Chapter Two

Literature Review

Autism Spectrum Disorder and Its Characteristics

There are an abundant number of resources which detail what autism spectrum disorder

is, but in order to offer a common ground of understanding, a clear definition is essential.

According to Turnbull et al., autism spectrum disorder can be defined as…:

...a developmental disability that significantly affects verbal and nonverbal

communication and social interaction, is generally evident before the age of 3, and

adversely affects a student's educational performance. The regulations further provide

that the following characteristics are often associated with autism: repetitive activities

and stereotyped movements, resistance to change environmentally and in daily routines,

and unusual responses to sensory stimulation. (Turnbull et al., 2020, p. 307)

This definition was appropriately derived from the Diagnostic and Statistical Manual of Mental

Disorders—5th edition (DSM-5). This most recent edition is what physicians and diagnostic

clinicians refer to when observing and properly diagnosing children with autism. In this text,

they share, “Manifestations of the disorder also vary greatly depending on the severity of the

autistic condition, developmental level, and chronological age; hence, the term spectrum”

(American Psychiatric Association, 2013). These many factors are considered when diagnosing a

child with autism as their various symptoms, levels of severity, and typical characteristics vary

within this complex spectrum. This neurodevelopmental disorder and its manifestations can be

visualized and best represented as the color spectrum is, with various colors, hues, tones, and

shades to also represent severities, behaviors, and symptoms across different areas.


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Also considerate of ASD is how common many diagnosed individuals have another co-

occurring neurodevelopmental disorder in conjunction with autism; “The neurodevelopmental

disorders frequently co-occur; for example, individuals with autism spectrum disorder often have

intellectual disability (intellectual developmental disorder)” (American Psychiatric Association,

2013). With this in mind, it broadens the understanding of ‘spectrum’ in autism spectrum

disorder.

In a significant 2008 study, published in the Journal of the American Academy of Child

& Adolescent Psychiatry, provides further research into ASD characteristics. Over their 3-month

study in following 112 children with ASD, Simonoff et al. (2008) found and identified the rates

and different types of comorbidities linked with ASD that:

The most common disorders were social anxiety disorder (29.2%), ADHD (28.1%), and

oppositional defiant disorder (28.1%). Other disorders occurring in ≤10% of children

with an ASD were generalized anxiety disorder (13.4%), panic disorder (10.1%), and

enuresis (11%); however, rates of major depressive disorder (0.9%), dysthymic disorder

(0.5%), and conduct disorder (3.2%) appeared low. A further 10.9% of children had a

significant period of depression or irritability not meeting DSM-IV depression/dysthymic

disorder criteria. (p. 926)

Reflecting on this and one’s experiences and interactions with children and people with ASD, it

is realized how very different and unique an individual with this diagnosis is. Simonoff et al.

(2008) concludes that once a child has been diagnosed with ASD, they should receive follow-up

assessments to screen for likely, potential psychiatric disorders. Once factored in, this assuredly

brings a variety of differences and complex intricacies, dependent on multiple factors, inclusive

of the individual's external influences, environment, and universal supports, at home, school, and


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beyond. ASD professor, author, and activist, Dr. Stephen M. Shore has been attributed in the

ASD community stating, “If you’ve met one person with autism, you’ve met one person with

autism.” This further reinforces the necessary understanding to consider a student who has ASD

and their uniquely specific needs for learning at their absolute best.

In examining the core characteristics of youth with ASD, a typical issue students with

ASD often encounter and portray is, “problem behavior, directed either at themselves (self-

injurious behavior) or at others (aggressive behavior). Problem behavior serves a communicative

function. Interventions can reduce or eliminate self-injurious or aggressive behavior” (Turnbull

et al., 2020, p. 328). As this harmful behavior is typically performed in effort to communicate

and usually at preschool ages (Turnbull et al., 2020), students are eventually taught replacement

behaviors and how to effectively communicate instead.

Nelson (2014) describes autism as a syndrome and not a disease in that, “…with a

syndrome, you instead have to address each of the symptoms directly. Because autism is a

syndrome, there is no one cure that, when applied at the core, will ameliorate all the symptoms”

(p. 32). With this understanding, it is understood why educators, therapies, and various

approaches are needed to treat the diverse symptoms a diagnosed individual has.

Recommended Strategies and Supports for Teaching Students with ASD

There are many evidence-based practices (EBP) and teaching strategies recommended for

teaching students with ASD. In their research, Flannery and Wisner-Carlson (2015) accumulated

and reviewed a variety of texts and journals, even recommending twenty-seven EBPs identified

by the National Professional Development Center on Autism Spectrum Disorder. These include

multiple visual supports, picture exchange communication systems (PECS), prompting, time


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delay, structured play groups, and reinforcement. These recommendations consist of consistent

cues, visually supported (at best), and often anticipated, structured systems.

Most well known in the autism and special education community is the National Autism

Center which has provided one of the most extensive EBP projects to exist to date. The National

Standards Project (NSP) features two phases, with the first phase debuting in 2009 and Phase 2

in 2015. Phase 3 is currently set to be released sometime in 2021, with their website sharing it

will include all previous literature and new research conducted through 2018. Research findings

from their latest phase for children, three-years-old, to adults under twenty-one years old with

ASD share established EBP include behavioral interventions, language training, modeling,

schedules, scripting, self-management, and social skills lessons. This second phase further adds

an element considered “emerging” in which specific evidence-based practices include exercise,

massage therapy, structured teaching, as well as technology-based intervention (National Autism

Center, 2015).

In Janelle Murray’s 2015 article, she discussed integrating technology into the classroom

utilizing iPads and computers. In doing this, students with ASD may feel less pressure with

social exchanges as they are directly interacting with their digital curriculum and tasks.

Additionally, Murray suggests, “Including students in the preparation of their transition plans,

and/or creating visual schedules to make transitions easier for them” (2015, p. 74). If available

and as indicated by research, technology should be incorporated into the classroom and their

typical curriculum for students with ASD.

Upon review of research by Boyd et al. (2008) concluded that students with ASD had an

increased likelihood of initiating social interactions when in small groups, paired one-on-one

with their peers, and/or had limited adult engagement. The American Psychiatric Association


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(2013) further shares how even if an individual with ASD’s formal language skills are intact,

their use of language in social communication remains an impairment due to their ASD. This

information adds further reinforcement to encourage students with ASD to practice social

interactions with smaller groups.

It should be noted, just as Flannery and Wisner-Carlson (2015) shared, even though

teaching strategies and practices are evidence-based, this does not signify nor guarantee that it is

effective for all students with ASD as it does not consider a student’s individuality and complex

characteristics on the spectrum; “It is important for educators to understand the limitations of

relying solely on EBPs, including that what is meant by evidence-based may vary and that

interventions not labeled as evidence-based might still be effective” (Flannery & Wisner-

Carlson, 2015, p. 32). This consideration should be reviewed within the context of pre-service

and in-service training for educators to recall when specializing instruction for their students

with ASD. Additionally, when a strategy or support may prove effective for a student with ASD,

it does not guarantee to always support the student given a variety of ever-changing conditions.

Educators must shuffle, try out, and regularly rework their approach in teaching students with

ASD.

Most commonly known as a highly effective therapy in supporting students with ASD is

Applied Behavior Analysis (ABA) therapy (Leblanc et al., 2005). This therapy has expert

therapists working one-on-one with students through intensive and consistent efforts to recognize

positive, desired behaviors through a positive reinforcement system. Skills are typically broken

down into simple tasks to learn through. It is common for ABA therapy to occur in a child’s

home and average at 30 to 40 hours, weekly (Leblanc, 2005), but also at school and in the

community. “ABA intervention consists of a tremendous amount of structure and reinforcement


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provided at a high rate” (Leblanc et al., 2005, p. 14). These deliberate and controlled real-life

situations and social skill practices allow for needed repetition and guided prompting.

Educators’ Preparation & Remaining Needs in Teaching Students with ASD

The backgrounds of educators and their training to teach students with ASD vary

understandably and considerably. Various studies offer insight regarding how well educators feel

prepared to support students with ASD. These should continue to be reviewed as in doing so

anticipated and consistent patterns emerge.

Finch et al. (2013) conducted a Missouri school-based study that surveyed sixteen

general education teachers who were implementing an inclusion-based curriculum. During their

school day, they taught students with and without ASD in grades 3-5. Finch et al. (2013)

concluded that these general education teachers collectively felt not being well-equipped to teach

their ASD population, beginning as early as their preservice training. In seeking support, a

common practice in schools today, these general education teachers sought to collaborate with

special education teachers at their school to learn how to best instruct their students with ASD.

“Common teaching strategies have been identified through recent research, yet educators are not

being adequately educated in these methodologies'' (Finch et al., 2013, p. 22). This consistent

theme can be read across a majority of related studies and heard from both general and special

educators on school campuses today (Finch et al., 2013; Keefe, 2017; Simpson, 2003; personal

communication, March 2021). Additionally, “It was clearly indicated that they would value

support in the form of working alongside professionals trained to work with students with high

functioning autism and receiving support from colleagues with more experience with teaching

children with high functioning autism” (Williams, 2016, p. 40). This shared perception of


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educators wanting to collaborate and learn from other professionals experienced in the field of

ASD is evident in numerous studies including Finch et al. (2013) and Mazin (2011).

The survey conducted by Finch et al. (2013) had many teachers agreeing they would

ideally have preferred and benefitted from instruction as to teaching ASD populations during

their pre-service, teacher preparation/credential programs. Moreover, Mazin (2011) relayed how,

“in-service training programs designed to build knowledge and skills in individuals who work

with students with ASD are often insufficient in number and limited in scope and content” (p.

37). This provides greater validity towards the overall feeling of a lack of general support,

especially professional development, for teachers both before and during their educational

careers. Williams (2016) echoes this sentiment, with their teachers interviewed agreeing how

they desire professional development in the area of (high functioning) autism.

Keefe (2017) reviewed articles in which it was found how varied by state they prepare

their special education teachers to learn about ASD. Future educators learn about ASD, among

other disabilities, and how to best instruct and support students with ASD in either one of two

general formats. This is through an overall teaching model that requires educators to learn

through disability-specific training or non-categorically. Moreover, Keefe (2017) found,

“...varying opinions emerge about whether teachers should be prepared in a variety of

methodologies or single approaches, and how educators should receive this training” (p. 62). Due

to a lack of increase in federal support to also train specialized educators in teaching students

with ASD, overall, “quality inservice training programs for developing autism-related skills and

knowledge are in short supply” (Simpson, 2003, p. 195) and continue to be needing

improvement. As special educator participants were interviewed, the ultimate results found that

most of them did not feel prepared to teach their students with ASD and so, “we may need to


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improve teacher education program experiences to ensure that all special education teachers have

at least some foundational knowledge to teach this highly specialized population” (Keefe, 2017,

p. 189).

In their study, Sulaimani (2017) deduced how school administrators need to provide tools

and training for their teachers to learn how to fully utilize and incorporate technology in their

classes to benefit their students with ASD and everyone’s overall efficiency. Although the

benefits for technology in classes and curriculum are substantial and commonly known,

educators’ lack of knowledge as to how to support and best integrate technology is attested.

Unfortunately, as Mazin (2011) shares in their research:

Subsequently, training teachers in only one method not only limits their ability to be

successful with all children with ASD but also falsely implies that the one approach in

which they are trained will work with all children. This false belief that one has been

trained in the one and only approach necessary to treat all children with ASD limits

teachers’ recognition of the individuality of each child. (p. 39-40)

With this kind of preparation in mind, educators, even when instructed on the best practices to

teach populations with ASD, are beginning to teach with the common misconception that one

strategy or general approach is enough to teach every student with ASD. It is helpful to again

recall Dr. Stephen M. Shore who is frequently quoted in the ASD community saying, “If you’ve

met one person with autism, you’ve met one person with autism”. Harmfully, it seems teachers

may hyper focus on this single labeling of their students with ASD and end up overgeneralizing

their approach and teaching strategies. Instead, as quality educators agree from their teaching

experience, each student should be viewed in their own individuality, needing specialized


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instruction, especially students with ASD. This key information should be discussed, practiced,

and regularly reviewed to benefit both educators and ultimately, students.

As just reviewed, the common theme amongst these educational literature studies is the

evident need for quality, pre-service and in-service education in teaching students with ASD.

Whether their state requires their preparation of teaching disabilities, inclusive of ASD, to be

non-categorical or cross-categorical, educators continue to express their dissatisfaction. Their

recurring sentiment is that further support and training as to how to instruct students with ASD

remains during and after their teaching preparation programs.

Summary

Overall, the review of these articles, texts, and studies reveals what a diagnosis of autism

spectrum disorder (ASD) can entail and how complex the spectrum truly is. The DSM-5 is

utilized by doctors and clinicians when diagnosing children with ASD, focusing on two general

diagnostic criteria. A child diagnosed with ASD must show impairments in social-

communication, including social-emotional reciprocity nonverbal communication, and

maintaining relationships (Turnbull et al., 2020). The second general, diagnostic criteria a child

has impairments in are repetitive and restricted behaviors including repetitive speech, often an

excessive or very limited reaction to sensory stimulation, intense, fixated interest, and/or

disproportionate reliance on routines (Turnbull et al., 2020). Although these common

impairments diagnose a child with autism, it is necessary to recall how varied and individualized

one person with ASD is to another. Coupling this diagnosis with a common, second comorbidity

finds that it is likely for those with ASD to also have an additional disorder.

When reviewing recommended, evidence-based practices (EBP), it is important for

educators to recall that EBPs are not always best practice or consistently reliable. When


21

considering how to best instruct and support students with ASD, it ultimately depends on the

students, their characteristics, classroom environments, and previous history. Commonly

suggested and often effective, specially designed instruction comprises of classrooms that are

well structured and highly predictable, inclusive of visual-supported schedules. Clear and

consistent expectations are key motivators for students with ASD who do not typically ask for

help and tend to be easily distressed when not able to comprehend verbal instructions or are

faced with unpredictability. Video modeling and social stories allow for students to preview and

recognize familiar scenarios in which they can relate to, learn, and improve on.

There are challenges and opportunities for improvement when reading how teachers are

prepared in their credential programs to instruct students with ASD. These can vary by state and

their qualifications, although a common theme emerges—educators need further training and

professional development before and during their experience teaching. Eagerness for

collaboration between paraprofessional, general and special educators is an understandable,

recurring sentiment found in this research. Ultimately, educators are finding themselves wanting

their administrators to provide workshops, professional developments, and training that instructs

best practice to teach students with ASD. The research shows how teachers do not feel well-

equipped to instruct their students with ASD, despite the abundance of literature and

opportunities to learn from. This can be due to a variety of factors, including limited access, time

in and out of school, and general unawareness of potential opportunities.

Given this review, it is evident that the need for further research on existing interventions,

additional teaching strategies, and supports in ASD will remain constant. It is principally

essential to consider current educators’ introspect as to how well they are equipped to meet the

needs of students on the spectrum, especially given their prior professional developments, or lack


22

thereof. Once considered, they and the author’s specific and effective interventions, materials,

tools, and various educational approaches should be collected to provide further expertise as to

how they have best taught their ASD population.


23

Chapter Three

Methodology

According to the Centers for Disease Control and Prevention (CDC) (2021), as of this

year, at least 1 in 44 children are diagnosed with ASD, with boys being four times as likely than

girls to be diagnosed. Back in 2000, it was a mere 1 in 150 children that were diagnosed with

ASD. This increased prevalence in ASD is likely for a variety of reasons including, but not

limited to improved and increased diagnosing. This significant increase in individuals with ASD,

at various points on the spectrum, has brought an increased need for research in the education

and support for students with ASD, that includes post-school outcomes. A major problem and

educational need is for further research on existing interventions, additional teaching strategies,

and supports in ASD with its ever-increasing population. The project provides a collection of

various teaching strategies, reinforcements, including an online component, classroom

organizations, and philosophy for education specialists in an easy-to-read handbook. This

chapter addresses (a) the audience and setting and (b) procedures taken in developing the project.

Audience and Setting

Although directly designed for education specialists in the set-up and ongoing instruction

of their own classroom, various educators, including paraprofessionals, general educators, and

even parents/family who want to be involved in the instruction of their child with ASD, can

benefit from this guide. With the author having held and currently holding these positions, the

author ensured to create the project’s handbook with this varied audience in mind. The author is

currently teaching in-person at a moderate/severe, 3rd – 5th grade, self-contained special

education class in the North San Diego County and has witnessed and noted which needs

students with ASD are requiring immediate support in. This information is immediately


24

following the shift to in-person, traditional brick-and-mortar classroom setting. The author’s

current placement is where she virtually taught as a substitute teacher and paraprofessional for

most of the pandemic, through the last school year, as well.

Further key considerations made include relevant technological and online components in

that with the ongoing, global pandemic of coronavirus disease 2019 (COVID-19), there was an

immediate and necessary shift to sudden online schooling through various video-chat platforms

and resources. With this in mind, the need for this project and its useful, online strategies and

components are highly relevant and a strong area of need in which the project effectively

provides. This key consideration has been heavily considered in addition to the research which

proves that students with ASD greatly benefit with technology in the classroom and curriculum

(Murray, 2015).

Procedures for Developing the Project

After gaining peer-reviewed and accurate definitions for critical terms (formerly defined

within chapter one), articles in which listed evidence-based practices, strategies, and specific

supports in which have proven effective in students with ASD were located from the author’s

university library’s online databases. Additionally, textbooks collected during the author’s

enrollment in California State University, San Marcos’ Concurrent teaching credential program

that focused on special education and ASD, specifically were reviewed. From their former

cooperating/master teachers during the author’s student teaching practicum, further

recommended texts and training manuals were acquired. The author also discussed specific

practices with her cooperating/master teacher, who has more than twenty years of experience

teaching in special education at the moderate/severe level. He shared what he has relied upon in

supporting his ASD population, including technological strategies. With these resources, further


25

noted was what practices, strategies, and methods to avoid in that they oppose the learning for a

majority of students with ASD. Additionally, self-reflection on the author’s part in regard to their

own teaching experience and roles as a student teacher, paraprofessional, and general and special

education teacher was considered. In doing this, the author compiled their own collection of

approaches, techniques, tools, resources, and strategies that they have used and incorporated.

With these various notes, lists, and research compiled, the author identified emerging and

overlapping themes. Within a few of these main themes, subthemes emerged and allowed for

further organization of these compiled findings. With this procedure, the product effectively

meets the overall project goal—a handbook for supporting educators at the primary level in the

instruction of individuals with autism spectrum disorder.


26

Chapter Four

Results

This project was created as the author’s personal need as an education specialist in

wanting to reference a concise, yet beneficial resource handbook in supporting and teaching her

students with autism. Due to the COVID-19 pandemic that forced many to immediately teach

virtually, the frantic need for digital supports and formats was imminent. The handbook, In the

Instruction of Individuals with Autism Spectrum Disorder: A Handbook for Supporting

Educators at the Primary Level, serves as a resource for not only educators, but families and

specialists too. The information available in this topic can be overwhelming and at times

confusing given the many acronyms and jargon often found in these resources. The author of this

handbook made a constant effort to reduce anxiety and clear any confusion by gathering and

writing with a focus to be clear and concise. In effort to meet high accessibility and to reach

readers of various reading levels, the author has kept the content to text only, excluding images

and tables. Sample lessons plans and examples are also written to further support various

strategies.

The handbook, found in Appendix A is organized through seven primary

themes/chapters. They are in the order as follows of (1) introduction, (2) (what is) autism

spectrum disorder, (3) recommended strategies, (4) classroom organization, (5) virtual

instruction, (6) supportive resources, and (7) a conclusion. There are a couple of subthemes in

the third chapter of evidence-based practices that are (1) social learning and (2) behavioral

support. The sixth chapter of supportive resources is divided into two subthemes that are (1)

resources for educators and parents, and (2) resources for students w/ASD.


27

Chapter Five

Discussion

In reflecting on In the Instruction of Individuals with Autism Spectrum Disorder: A

Handbook for Supporting Educators at the Primary Level, the author is pleased with the end

result and grateful for the lessons learned throughout the process. In this final chapter, the

remaining sections addressed include the project’s limitations, anticipated steps and

implementation, lessons learned and educational implications the author concluded, and lastly a

final conclusion.

Limitations of Project

A primary limitation and factor in the creation and culmination of this project is the

current, ongoing COVID-19 pandemic that has altered the former, understood norm of settings

and ways in which teachers, students, and their families learned and interacted. The mental

impact of the pandemic and needed extensive quarantine and precautions still being taken are

felt, but their effects on us all are not yet fully known. Though this disruption has shifted the way

in which educators teach and students with ASD are learning, it is generally unfamiliar territory

to discover.

Another considerable limitation in the project’s creation is of time; This project was

created over the course of nearly six collective months. This time constraint challenged the

author to collect and include what experts in literature and nearby educators found to be

beneficial.

Given this review, it is evident that the need for further research on existing interventions,

additional teaching strategies, and supports in ASD will remain constant. It is a principal

essential to consider educators’ introspect as to how well they are equipped to meet the needs of


28

students on the spectrum, especially given their prior professional developments, or lack thereof.

Once considered, their specific and effective interventions, materials, tools, and various

educational approaches should be collected to provide further expertise as to how they have best

taught their ASD population.

Granted the possibility of endless resources and supports, an especially great and

extensive handbook or even website based off the advice and experience of educators globally

could be created. In effort to achieve this, I imagine a stipend would be initially offered to

applicable participants. Additionally, students on the spectrum would be included so as to share

their personal preferences in how they best learn as well as what has typically not worked in their

schooling. In these ways, the author would best review and include what others have contributed

to. A website would allow for greater access and continued contribution versus a printed

handbook. This evolving data would allow for constant updates and sections for chatting and

commenting, similar to that of blogs, would grant space for anyone interested in ASD to connect

and collaborate.

Considering all of these primary limitations, it is important to the author to share and

reiterate the process in which took place was significant. In planning out the handbook’s themes

and subthemes, the author reflected and considered how education is constantly changing. No

matter the ongoing pandemic and its unfortunate impacts nor the limit of time, these effects on

teaching students with ASD was simply another consideration to be made. What ultimately

guided the author’s process in the creation of In the Instruction of Individuals with Autism

Spectrum Disorder: A Handbook for Supporting Educators at the Primary Level, was

considering her own pre-service training and her current need for concise information.


29

Next Steps

The author, as an education specialist, teaching in the North San Diego County, in a

classroom where half of her students have autism spectrum disorder, has already began to

implement these strategies and approaches. In the Instruction of Individuals with Autism

Spectrum Disorder: A Handbook for Supporting Educators at the Primary Level is a resource

aimed to help general educators, special educators, paraprofessionals, and even parents in

teaching students on the spectrum. With a focus on keeping the handbook as direct and easily

comprehensible, the author hopes its simple reference allows for those accessing it to ultimately

best teach and support their ASD population in their academic and social growth. Additionally,

the author is confident that the project may benefit even teacher candidates undergoing their

credential program courses. Being that there is a dramatic increase in the rate of autism, the

author strongly believes further training in professional development of the instruction of autism

is needed now more than ever. At the public school setting, students with autism are learning in

both special and general education classes. Training for these educators in supporting their

students with ASD is critical.

The author ultimately hopes for these educators to remember that autism is a spectrum

and those on it will learn through various supports and formats, and just as neurotypical students,

this learning style is always evolving. As educators are always seeking to improve and meet our

students where they are, the author is certain our population with ASD will continue improving

in their social and academic achievements.

The author’s future plans for the project are to transfer it to a website or app that allows

for collaboration between educators, service providers, families, and individuals on the spectrum

to share their experiences. An additional reference to include would be the National Autism


30

Center’s Phase 3 of the National Standards Project as it is set to be released sometime during

2021.

Lessons Learned and Educational Implications

It is important to note that the author struggled with the overwhelming possibilities of

hyper-specific circumstances students with ASD and their teachers are in. Considering this and

how students on the spectrum vary in their unique severity, likely presence of comorbidity or

not, present levels, age, strengths, needs, current supports, etc., the author felt the project could

never adequate or worthy of much. The lesson learned with this challenge is that there is no

ultimate, guiding resource for autism and there likely never will be because of this reality.

However, this does not excuse the project’s significance due to the exposure and benefits it does

provide readers who are aiming to learn and try out various methods.

There is a significant amount of resources available from a span of considerable years in

the education of individuals on the spectrum. Granted, as the definitions and all that the spectrum

has categorized and encompassed changed over the years, this information continues to have

value. With this lesson in mind and considering what is deemed as best practice, educators,

service personnel, paraprofessional, parents, and families may, as the author and many already

do, preview what content is available. With the implementation of this, or the creation of, and

similar projects, they should then consider their means and the students with ASD they are

seeking to support. In trying out various strategies, methods, and supports, with the main focus to

instruct through an array of modalities, students on the spectrum are closer to achieving their best

potential and their educators are further experienced.


31

Conclusion

“If you’ve met one person with autism, you’ve met one person with autism.” —Dr. Stephen M. Shore

The quote above is most essential when seeking out strategies and supports to best

instruct our populations with autism spectrum disorder. Although wise to explore various

approaches, methods, EBPs, practices, and strategies, it is imperative to regularly reflect on the

particular student(s) we are teaching. Recall that one major diagnosis of autism does not grant a

one-size-fits-all model in one’s processing and learning of subject matter. Refrain from allowing

this label to define your student(s) as this often limits their best potential. Likewise, consider that

what may support a student with ASD in one subject or level does not guarantee automatic

transfer to other areas. Additionally, children at the primary level are growing at such rapid rates,

expect these constant developments and changes to affect how they learn and in what way they

express their learning. In presuming competence and teaching to students’ strengths, educators

will continue to change the lives of our students with autism forever.


32

References

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disorders (5th ed.).

Aydin, O., & Diken, I. H. (2020). Studies comparing augmentative and alternative

communication systems (AAC) applications for individuals with autism spectrum

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Developmental Disabilities, 55(2), 119-141.

Bertsch, K. M. (2002). A comparison of one-to-one and small group instruction for young

children with autism: Focus on effective teaching and behavior management (Order No.

3077372). Available from ProQuest Dissertations & Theses Global: The Humanities and

Social Sciences Collection. (305501301).

Bruno, M. (2021). Distance Learning and Special Education: Exploring Equity

& Compliance. California State University San Marcos.

Boyd, B. A., Conroy, M. A., Asmus, J. M., McKenney, E. L. W., & Mancil, G. R. (2008).

Descriptive Analysis of Classroom Setting Events on the Social Behaviors of Children

with Autism Spectrum Disorder. Education and Training in Developmental Disabilities,

43(2), 186–197.

Centers for Disease Control and Prevention (CDC). (2021, December 3). Data & statistics on

autism spectrum disorder. Center for Disease Control

(https://www.cdc.gov/ncbddd/autism/data.html)

Finch, K., Watson, R., MacGregor, C., & Precise, N. (2013). Teacher needs for educating

children with autism spectrum disorders in the general education classroom. Journal of

Special Education Apprenticeship, 2(2), 1-25.

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Flannery, Kathleen A, & Wisner-Carlson, Robert. (2020). Autism and Education. Child and

Adolescent Psychiatric Clinics of North America, 29(2), 319–343.

Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. §§ 300.39 et seq.

(2004). https://sites.ed.gov/idea/

Javed, S. (2019). Functions of challenging behaviors and strategies utilized to decrease

challenging behaviors: Teachers' and parents' reports of children with and without autism

spectrum disorder. Available from ERIC. (2396833032; ED600329).

Keefe, E. S. (2017). Licensed but unprepared: Special educators' preparation to teach autistic

students. Available from ERIC. (2101587389; ED582157).

Laurent, Amy, BS, OTR, Rubin, Emily & MS, CCC-SLP. (2004). Challenges in Emotional

Regulation in Asperger Syndrome and High-Functioning Autism. Topics in Language

Disorders, 24(4), 286-297.

Lawlor, L. (2019). Sensory Friendly Classroom Design and Instruction. California State

University San Marcos.

Leblanc, L., Richardson, W., & McIntosh, J. (2005). The use of applied behavioral analysis in

teaching children with autism. International Journal of Special Education, 20(1), 13-34.

Massafra, A., Gershwin, T., & Gosselin K. (2020). Policy, Preparation, and Practice . . . Oh

My! Current Policy Regarding the Paraprofessional Role and Preparation for Working

with Students with Disabilities. Journal of Disability Policy Studies, 31(3), 164–172.

https://doi.org/10.1177/1044207320920004

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Merriam-Webster. (1673). Educator definition Merriam-Webster Online.

Murray, J. (2015). Practical Teaching Strategies for Students with Autism Spectrum Disorder:

A Review of the Literature. BU Journal of Graduate Studies in Education, 7(2), 68–75.

National Autism Center. (2015). National Autism Center's national standards project: Findings

and conclusions, Phase 2: Addressing the need for evidence-based practice guidelines for

autism spectrum disorders. National Autism Center.

https://www.nationalautismcenter.org/.

Nelson, A. (2014). Emerging Technologies in Autism Diagnosis, Therapy, Treatment, and

Teaching. Educational Technology, 54(4), 32-37.

Nunes, D. R. P. (2008). AAC interventions for autism: A research summary. International

Journal of Special Education, 23(2), 17-26.

Simonoff, E., Pickles, A., Charman, T., Chandler, S., Loucas, T., & Baird, G. (2008).

Psychiatric Disorders in Children with Autism Spectrum Disorders: Prevalence,

Comorbidity, and Associated Factors in a Population-Derived Sample. Journal of the

American Academy of Child & Adolescent Psychiatry, 47(8), 921–929.

Simpson, R. L. (2003). Policy-Related Research Issues and Perspectives. Focus on Autism and

Other Developmental Disabilities, 18(3), 192–196.

Sulaimani, M. F. (2017). Autism and technology: Investigating elementary teachers' perceptions

regarding technology used with students with autism. International Journal of Special

Education, 32(3), 586-595.

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Behavior Analysis. The Guilford Press.

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Appendix A

In the Instruction of Individuals with Autism Spectrum Disorder: A Handbook for Supporting Educators at the Primary Level


37

IN THE INSTRUCTION OF INDIVIDUALS WITH AUTISM SPECTRUM DISORDER: A Handbook for Supporting Educators at The Primary Level

By Priscilla Langarica

CALIFORNIA STATE UNIVERSITY SAN MARCOS

Fall 2021


38

TABLE OF CONTENTS

INTRODUCTION .................................................................................................39

AUTISM SPECTRUM DISORDER .......................................................................40

RECOMMENDED STRATEGIES .........................................................................46

Social Learning .........................................................................................46

Behavioral Supports ................................................................................52

CLASSROOM ORGANIZATION ......................................................................60

VIRTUAL INSTRUCTION ....................................................................................65

SUPPORTIVE RESOURCES ................................................................................70

Resources For Educators/Parent ...........................................................70

Resources For Students W/ASD ............................................................72

CONCLUSION ....................................................................................................73

REFERENCES ........................................................................................................74


39

INTRODUCTION

Autism is ever increasing by the year and with more diagnosed with this

neurodivergent disorder, further educators are needing support and training in

how to teach this special and expanding population. In the Instruction of

Individuals with Autism Spectrum Disorder: A Handbook for Supporting

Educators at the Primary Level explores this need through its collection of

various teaching strategies, reinforcements, including an online component,

classroom organizations, and philosophy for education specialists in an easy-

to-read handbook. Although aimed at primary-level, education specialists in

the set-up and ongoing instruction of their own classroom, various educators,

including paraprofessionals, general educators, and even parents/family who

want to be involved in the instruction of their child with ASD, may benefit from

this guide.


40

AUTISM SPECTRUM DISORDER

Autism spectrum disorder

(ASD) is ever increasing among our

youths. According to the Centers for

Disease Control and Prevention

(CDC) (2021), as of this year, at

least 1 in 44 children are diagnosed

with ASD, with boys being four

times as likely than girls to be

diagnosed. Back in 2000, it was a

mere 1 in 150 children that were

diagnosed with ASD. This increased

prevalence in ASD is likely for a

variety of reasons including, but not

limited to improved and increased

diagnosing. This significant

increase in individuals with ASD at

various points on the spectrum has

brought an increased need for

research in the education of and

support for students with ASD, that

includes post-school outcomes.

There are an abundant

number of resources which detail

what autism spectrum disorder is,

but in order to offer a common

ground of understanding, a clear

definition is essential. According to

Turnbull et al., autism spectrum

disorder can be defined as…:

...a developmental disability

that significantly affects

verbal and nonverbal

communication and social

interaction, is generally

evident before the age of 3,


41

and adversely affects a

student's educational

performance. The regulations

further provide that the

following characteristics are

often associated with autism:

repetitive activities and

stereotyped movements,

resistance to change

environmentally and in daily

routines, and unusual

responses to sensory

stimulation. (Turnbull et al.,

2020, p. 307)

This definition was appropriately

derived from the Diagnostic and

Statistical Manual of Mental

Disorders—5th edition (DSM-5).

This most recent edition is what

physicians and diagnostic clinicians

refer to when observing and properly

diagnosing children with autism. In

this text, they share,

“Manifestations of the disorder also

vary greatly depending on the

severity of the autistic condition,

developmental level, and

chronological age; hence, the term

spectrum” (American Psychiatric

Association, 2013). These many

factors are considered when

diagnosing a child with autism as

their various symptoms, levels of

severity, and typical characteristics

vary within this complex spectrum.

This neurodevelopmental disorder

and its manifestations can be

visualized and best represented as


42

the color spectrum is, with various

colors, hues, tones, and shades to

also represent severities, behaviors,

and symptoms across different

areas.

Also considerate of ASD is

how common many diagnosed

individuals have another co-

occurring neurodevelopmental

disorder in conjunction with autism;

“The neurodevelopmental disorders

frequently co-occur; for example,

individuals with autism spectrum

disorder often have intellectual

disability (intellectual developmental

disorder)” (American Psychiatric

Association, 2013). With this in

mind, it broadens the understanding

of ‘spectrum’ in autism spectrum

disorder. It is not a linear disorder in

the way that a spectrum

encompasses a variety of other

disorders and symptoms, on

various levels and severities.

In a significant 2008 study,

published in the Journal of the

American Academy of Child &

Adolescent Psychiatry, this provides

further research into the

characteristics of autism. Over their

3-month study in following 112

children with ASD, Simonoff et al.

(2008) found and identified the

rates and different types of

comorbidities linked with ASD:

The most common disorders were

social anxiety disorder (29.2%),

ADHD (28.1%), and oppositional


43

defiant disorder (28.1%). Other

disorders occurring in ≤10% of

children with an ASD were

generalized anxiety disorder

(13.4%), panic disorder (10.1%),

and enuresis (11%); however, rates

of major depressive disorder

(0.9%), dysthymic disorder (0.5%),

and conduct disorder (3.2%)

appeared low. A further 10.9% of

children had a significant period of

depression or irritability not meeting

DSM-IV depression/dysthymic

disorder criteria. (p. 926)

Reflecting on this and one’s

experiences and interactions with

children and people with ASD, it is

realized how very different and

unique an individual with this

diagnosis is. Simonoff et al. (2008)

concludes that once a child has

been diagnosed with ASD, they

should receive follow-up

assessments to screen for likely,

potential psychiatric disorders.

Once factored in, this assuredly

brings a variety of differences and

complex intricacies, dependent on

multiple factors, inclusive of the

individual's external influences,

environment, and universal

supports, at home, school, and

beyond. ASD professor, author,

and activist, Dr. Stephen M. Shore

has been attributed in the ASD

community stating, “If you’ve met

one person with autism, you’ve met

one person with autism.” This


44

further reinforces the necessary

understanding to consider a student

who has ASD and their uniquely

specific needs for learning at their

absolute best.

In examining the core

characteristics of youth with ASD, a

typical issue students with ASD

often encounter and portray is,

“problem behavior, directed either

at themselves (self-injurious

behavior) or at others (aggressive

behavior). Problem behavior serves

a communicative function.

Interventions can reduce or

eliminate self-injurious or

aggressive behavior” (Turnbull et

al., 2020, p. 328). As this harmful

behavior is typically performed in

effort to communicate and usually

at preschool ages (Turnbull et al.,

2020), students are eventually

taught replacement behaviors and

how to effectively communicate

instead.

Nelson (2014) carefully

describes autism as a syndrome

and not a disease in that, “…with a

syndrome, you instead have to

address each of the symptoms

directly. Because autism is a

syndrome, there is no one cure that,

when applied at the core, will

ameliorate all the symptoms” (p.

32). With this understanding, it is

understood why educators,

therapies, and various approaches

are needed to treat the diverse


45

symptoms a diagnosed individual

has. Therefore, it is through various

strategies at different stages that an

individual with ASD learns and

progresses.


46

RECOMMENDED STRATEGIES

Gratefully, there are many

resources which share various

strategies and methods to best

teach students with autism

spectrum disorder. Typically, the

most notable symptoms of autism

spectrum disorder are social and

behavioral challenges. For the

purpose of this chapter, we will

consider them in the order of social

learning strategies followed by

behavioral-based approaches.

Both will include specific research-

based, common evidence-based

practices, sample lesson plans,

and/or examples to reference for

primary-level students. These can

often be adjusted for higher grades

and more advanced students.

SOCIAL LEARNING Often the most indicative

factor of someone on the spectrum,

when compared to neurotypicals, is

their challenge with social

interactions. Children with ASD,

“…also demonstrate significant

difficulties with initiating and

maintaining conversations that are

sensitive to the social context, the

interests of others, and the previous

knowledge of those involved”

(Rubin et al., 2004, p. 275-276). In

effort to aid those on the spectrum

with this difficulty, educators find


47

themselves relying on a handful of

core approaches to effectively

teach with.

Beginning with social stories,

these are one of the most common

methods to explicitly teach students

social skills with specific social

interactions and recommended

responses. With these modeled

examples, social narratives can

then be practiced between the

students, the student and the

teacher, and/or parent. Some

recommended social stories are

included in the sixth chapter,

SUPPORTIVE RESOURCES.

Wilczynski (2010) shares, “Social

stories are the most well-known

story-based interventions and they

seek to answer the ‘who, what,

when, where, and why’ questions in

order to improve perspective-

taking” (p. 25). With a simple

Internet search, one can easily find

social stories through videos and

oftentimes animated ones too.

One social story

recommended for students with

autism is learning how to win or

lose. In this animated social story

(YouTube

(https://www.youtube.com/watch-

?v=cAaecKfqfoc&ab_channel=sai-

nyam4autism)), children are playing

with one another. However, both

inappropriate and proper responses

are portrayed with the

accompanying consequences and

https://www.youtube.com/watch?v=cAaecKfqfoc&ab_channel=sainyam4autism





48

interactions between the children.

The video concludes with the lesson

being that games are about fun and

being considerate of other players.

It effectively showcases how players

who are mean or upset when they

play will have no one to play with. It

instead effectively encourages and

portrays appropriate behaviors.

Another common method and

evidence-based practice used to

teach social skills would be

modeling in which certain social

situations and skills are modeled for

students with ASD to view and

become familiar with either live or

recorded. The National Autism

Center (2015) recommends that the

target behavior being modeled

ought to be clearly outlined and

referenced for the student involved

in this social learning.

A simpler lesson to teach

primary-level students in taking

turns, practicing good

sportsmanship, improving eye

contact, and both verbal and non-

verbal cues would be playing a

simple card game, such as Uno®

within a small group. For this

lesson, it is suggested the teacher

prints and laminates the following

into larger, three-inch, PECS cards:

“My Turn,” “Your Turn,” and “Card

Please.” Initially, the teacher

introduces the game, PECS cards,

and rules, before modeling how to

play. The teacher would hold the


49

“Your Turn” card and purposely

point to the following student,

verbalize their direct eye contact,

and say the student’s name,

followed by, “…it’s your turn.” The

student’s next cue would be given

from the PECS card that reads, “My

Turn,” and say or use their

communication device to say it too.

The “Card Please” would be

referenced when students cannot

play and need an additional card.

Throughout this modeling game in

practicing social skills and good

sportsmanship, the teacher would

model and praise positive behavior

and comments, especially when a

card cannot be played, or a skip

card is played. If this is one of the

first times this game is being played

and/or to reduce student

frustration, only three cards could

be dealt. Then each round

afterward, an additional card could

be added until the rule of seven (or

more) cards are played.

Utilized in conjunction with

modeling is scripting. Scripting is

another evidence-based practice in

which a verbal and/or written skill is

developed to teach a common

situation or specific skill. Because

they are useful in a variety of social

settings such as home, school, and

in the community, scripting can be

very useful. However, because the

ultimate goal in social learning is

effortless and natural, “Scripts


50

should be faded as soon as

possible to increase independence

and spontaneity” (National Autism

Center, 2015, p. 63).

Imitation is an additional way

in which students on the spectrum

may learn social skills and common

interactions. Imitation is similar to

modeling in that the student with

ASD watches a common social

interaction before imitating or acting

it out themselves. Murray (2015)

states students with autism are

more apt to observe and imitate

adults with a light-hearted, almost

silly, demeanor and because of

this, “…parents and teachers

should consider using game-like

reciprocal turns of imitation to

increase the children’s ability to

imitate. Imitation is a way for

autistic children to learn new skills,

therefore increasing their social and

cognitive development” (p. 71). A

lesson example to utilize imitation is

conducting a social skills lesson

where students play a card game

such as Go Fish or Uno. The skills

practiced would be turn-taking, eye

contact, good sportsmanship,

focus, etc. The teacher would first

practice the skills and then ask

students to imitate before

proceeding to play the game. The

teacher can also prompt students

with enlarged PECS cards that have

the photos and phrases for, “YOUR


51

TURN,” “MY TURN,” and “CARD

PLEASE.”

Learning and practicing social

skills through small groups is a great

strategy for educators to implement

for their ASD population. In

education, this is referred to as

observational learning and is, “…the

extent to which the members of a

group learn material that is

presented to other members of the

group as a function of watching

them receive reinforcement for their

performance” (Bertsch, 2002, p.

15). When students observe what

kind of praise or redirection one

another receives, they can learn and

then imitate proper behaviors and

preferred responses within social

situations.

As students with ASD struggle

with communication, verbal and/or

non-verbal, a popular and effective

support many students rely upon is

considered is an augmentative and

alternative communication (AAC)

type of assistive technology (AT).

Similar to the picture exchange

communication system (PECS), but

digitized, electronic devices such as

iPads and tablets are granted to

students with autism. These devices

are installed with various apps which

contain a complete vocabulary and

set-up to converse, reply, increase

social interactions, expand

communication, increase


52

independence, and participate in

school. Just as PECS, these

language systems are organized

with a simple clipart image and

limited words are displayed. Once a

word/phrase is selected and/or

sentence is made, the device

verbalizes it, providing auditory

reinforcement. Additionally, “PECS

and SGD (speech generated

devices) applications come to the

forefront as highly effective

applications” (Aydin & Diken, 2020,

p. 137).

BEHAVIORAL SUPPORTS “Mood dysregulation and

anxiety symptoms can be easily

missed in children with ASD”

(National Autism Center, 2015,

p.25). Additionally, “Individuals with

ASDs are more likely to engage in

severe problem behavior, including

self-injurious, aggressive, or

disruptive behavior;

noncompliance; elopement and

pica, among others” (Wayne et al.,

2011, p. 404). As students with

autism face an increased variety of

challenges and stimulations when

compared to their neurotypicals

peers, behaviors are a common

occurrence and goal for educators

to reduce. Murray (2015) shared

the following examples of likely

behaviors:

Possible examples of

problematic behaviour can be


53

difficulty in listening and

following instructions,

difficulty in abiding by

classroom rules, and displays

of repetitive behaviours that

can be disruptive. In some

cases, introduced situations

that are meant to limit their

repetitive behaviour can be

stressful for individuals with

autism… (p. 71)

With some careful and

proactive, intentional care, these

behaviors can be prevented and

effectively reduced, allowing

students with ASD to feel less

overwhelmed and aid in their overall

learning. Afterall, behaviors are

often a way of communication and

once students learn how to properly

do so, they effectively prevent their

worries and anxieties. Children with

autism are often overwhelmed and

overstimulated, so this instruction in

how to manage and self-regulate is

necessary. In teaching students on

the spectrum these core values,

their communication improves too.

“Emotional regulation is considered

essential for optimal

socioemotional and communicative

development, two key

developmental processes

associated with the attainment of

social communicative competence”

(Laurent et al., 2004, p. 287).

Whether using a traditional,

tangible PECS or an AAC AT device,


54

both of these graphic-symbol

systems are effective in reducing

problematic behaviors and

outbursts and, “…increase on-task

responses with this population,” as

they provide an outlet for students

to communicate with” (Nunes,

2008, p. 19). Additionally, these

speech-generated devices (SGD)

do grant a larger benefit than PECS.

“Data from studies with adolescents

with intellectual disabilities have

also suggested that the use of SGD

contributes to gains in receptive and

expressive communication” (Nunes,

2008, p. 19). With this increase in

communication and independence,

reduced frustration and behaviors

from students on the spectrum are

evident as they finally have their own

“voice.”

To better utilize iPads and

tablets in the classroom, students

can also have digital timers and

schedules offered on them.

“Considering that many individuals

with ASD are visual learners, iPads

have numerous applications that

can provide students with visual

schedules and visual timers that

make transitioning much easier”

(Murray, 2015, p. 71).

In deliberate effort to address

these behaviors, Phase Two of the

National Autism Center’s National

Standards Project (2015)

recommends utilizing the evidence-


55

based practice of implementing a

behavioral intervention:

The Behavioral Intervention

category is comprised of

interventions typically

described as antecedent

interventions and consequent

interventions. Antecedent

interventions involve the

modification of situational

events that typically precede

the occurrence of a target

behavior. These alterations

are made to increase the

likelihood of success or

reduce the likelihood of

problems occurring.

Consequent interventions

involve making changes to the

environment following the

occurrence of a targeted

behavior. Many of the

consequent interventions are

designed to reduce problem

behavior and teach functional

alternative behaviors or skills

through the application of

basic principles of behavior

change. (p. 34)

Incorporating student

interests and preferences into the

learning of anyone, but especially

for those on the spectrum proves to

be effective in encouraging positive

learning and reduction of behaviors.

This can be as simple as class

decorations and intentional as

incorporating preferred activities as


56

rewards. “Providing rewards and

incentives during the process will

encourage the adoption of the

child’s new tools, thus decreasing

maladaptive behaviors” (Lawlor,

2019, p. 67). Implementing a token

reward system can prove effective.

For example, for each rotation or

lesson, students have a laminated

and folded chart with their name,

three preferred activity icons, three-

star tokens, and accompanying

Velcro placements. Throughout

each lesson or rotation, the student

waits for their teacher to grant them

a star for appropriate responses

and behavior. With the student

having placed their preferred

reinforcer activity from their three

offered, this will serve as their

reward during the following ten-

minute break of free time. Teachers

are able to give non-verbal, gestural

prompting to the student’s token

board when the student is distracted

or off-task, in effort to remind and

redirect them. After each new

lesson or group, the token boards

are reset and the teacher should

remind students to do so. When

students do not earn their three

tokens, a simple discussion as to

why or what they need to improve in

should be had. In this way, students

can acknowledge their areas of

improvement and learn the cause

and effect, natural consequences

of their actions. Putting the power of


57

their learning in their own control

allows for practice of regulating

focus, moods, and behavior.

“Applied behavior analysis is

one of the common strategies used

to decrease challenging behaviors

in children with ASD” (Javed, 2019,

p. 9). Most commonly known as a

highly effective therapy in

supporting students with ASD is

Applied Behavior Analysis (ABA)

therapy (Leblanc et al., 2005). This

therapy has expert therapists

working one-on-one with students

through intensive and consistent

efforts to recognize positive,

desired behaviors through a positive

reinforcement system. Skills are

typically broken down into simple

tasks to learn through. It is common

for ABA therapy to occur in a child’s

home and average at 30 to 40

hours, weekly (Leblanc, 2005), but

also at school and in the

community. “ABA intervention

consists of a tremendous amount of

structure and reinforcement

provided at a high rate” (Leblanc et

al., 2005, p. 14). These deliberate

and controlled real-life situations

and social skill practices allow for

needed repetition and guided

prompting.

Although highly trained

therapists typically work directly with

students who need ABA, there are

many strategies utilized that

teachers and families can also


58

implement. Within a discrete trial,

students sit with the therapist or

teacher and skills that are being

practiced are broken down into

smaller, chunked lessons, allowing

for continuous repetition of the

objective. This repetition is effective

and necessary for students to

familiarize themselves and feel

confident when responding with

appropriate behavior, aside from

reinforcing the concepts being

taught. For example, “Sessions,

sometimes referred to as drills,

consist of a specific number of trials

that may involve presenting the

same discriminative stimulus and a

massed-trial format (e.g.,

repeatedly presenting trials of

‘Touch dog’ throughout a session)”

(Wayne et al., 2011, p. 409).

When supporting students

with ASD, ABA strategies

recommend, “Effective teaching

should result in rapid skill

acquisition, high levels of correct

responses, and a high probability of

reinforcement” (Wayne et al., 2011,

p. 412). This kind of technique

encourages (again) repetition,

frequent praise for appropriate

responses and behaviors, and can

be reinforced with the formerly

mentioned and recommended

token-boards system. Consider

and include student interests and

preferences within lessons to peak

and hold student engagement and

motivation.


59

CLASSROOM ORGANIZATION

For students with autism, the

layout of how teachers organize

their classroom is critical in the

opposition or support of their

education. “Children and youth with

autism respond well to structure and

thrive in classroom environments

that are highly predictable (Flannery

& Wisner, 2015, p.324). Teachers

and families must be very

considerate and deliberate with how

they set up their classroom or

learning stations. “A significant

difference in sensory processing

abilities has been noted in children

with ASD when compared with their

typically developing peers. Children

with ASD typically experience

extreme under-responsivity to

sensory input, with the exception of

the auditory system” (Lawlor, 2019,

p. 12). Due to these sensory

processing challenges, students

with autism need classrooms

designed by their teachers with

intentional care in cultivating a class

where they can thrive and not feel

overwhelmed and overstimulated.

Flannery and Wisner (2015)

shared because, “Young people

with autism may experience

confusion and/or distress when they

are expected to process and follow

verbal directions,” visual structure is

critical in the classroom (p. 325). In


60

effort to implement ideal visual

structure, visual schedules, whether

they be personal for each student or

shared amongst the class, are very

common in most special education

classrooms and highly beneficial for

students with autism. Oftentimes,

the PECS icons are utilized so that

the word and accompanying photo

grants the needed visual cues in

previewing what the day’s activities

consist of. These schedules are

often laminated and attached with

Velcro to laminated pages or

sentence starters. Because the use

of picture and/written instruction

provides visual support, especially

in conjunction with verbal directions,

the instruction discussed is

reinforced. For the same reasons,

turning on subtitles or closed

captioning (CC) when available for

videos is another recommendation

to supporting students with autism.

Especially when used along

with visual schedules, class timers

for transitioning to different lessons

and group stations is another

effective strategy educators

implement in their classes. These

timers effectively allow students to

see and anticipate the duration of

lessons and allow for smoother

transitions. When utilizing timers,

verbal cues every 5-10 minutes for

a 20-minute lesson or break is

recommended along with a gestural

prompt to the timer. Both timers


61

and schedules allow for students to

develop independence in planning

for what is next.

In considering the décor of

classrooms, oftentimes there is an

abundance of posters or boards

that teachers consider to be helpful.

However, unless it is regularly

referenced, these posters and

tacked pages can contribute to a

“busy” and overstimulating

classroom. For example, in lieu of

having multiple colors or pages to

display the class expectations and

rules, opt for a simple, PECS-

supported and concise page.

In effort to help students with

ASD to focus their attention, special

attention to the physical

organization and layout of the

classroom is beneficial when

teaching students on the spectrum.

Arranging the class materials and

physical space is, “...important for

a classroom to have clearly defined

areas so students can understand

where they are supposed to be and

what is expected of them in each

area of the classroom” (Flannery &

Wisner-Carlson, 2015, p. 32).

Room dividers, partitions, even

bookshelves are effective in

separating certain areas for certain

learning such as small groups,

often called workstations.

What some may overlook, yet

can have a needed and bountiful

impact, is considering the (limited)


62

color scheme a sensory-friendly

classroom could have. “Blues and

greens prompt feelings of

calmness, relaxation, and comfort.

These colors will also elicit the

calming sensation in your typical

learners who may not be as

sensitive to visual stimulation”

(Lawlor, 2019, p. 54). This

avoidance of bright colors and the

combinations of multi-colors

altogether allow for a more tranquil

classroom environment that

students with autism will

experience.

Fidget toys are considered

classroom necessities on most

school campuses nowadays,

including general education

classrooms, but especially in

special education classes. These

“toys,” when used appropriately,

are educational tools that vary and

are used to calm, focus, and

regulate stimming. These fidget

toys can be bought in most major

retailers and online. They include

fidget cubes, which contain

switches and buttons, poppers, that

are made of silicone and emulate

the satisfying feel and sound of

bubble wrap, and spinners.

Specialized sensory spaces

are another favorable classroom

area educators rely on to support

their students with autism. When

sensory overload occurs and

students seek quiet, somewhat


63

secluded environments to

deescalate and relax, sensory

spaces are very effective. These

sensory spaces often are

partitioned in the corner of the

classroom and are typically

carpeted, arranged with available

fidget toys, bean bags, pillows, and

headphones. As valuable as these

sensory areas can be, timers should

also be utilized to countdown and

limit the length of time students

occupy the space.

Finally, when deciding how to

organize your classroom or learning

center, consider offering students

alternative seating arrangements.

“Research has found that replacing

chairs with therapy balls to sit on in

the classroom shows increased

levels of engagement and social

interaction in students with

developmental disabilities” (Lawlor,

2019, p. 59). Students with autism

would benefit from alternative

seating options such as bean bags,

pillows, chairs that rock or wobble,

standing desk areas, even adaptive

seating like the comforting “Howda

Hug,” which allows for movement

while seated.


64

VIRTUAL INSTRUCTION

Technology continues to

improve at rapid rates, allowing for

increased and direct support in the

instruction of students on the

spectrum. Walk into any classroom

today and you will see how students

are learning on various devices, with

different software, websites, and

relying upon technology to

complete their schoolwork. Some of

this necessary technology is written

into the individualized education

program (IEP) plan of the student.

With the recent COVID-19

pandemic forcing schools to

instruct entirely online, educators

had to quickly adapt and learn

various methods to support and

teach students completely online. In

my experience, I will share what

personally aided me in teaching my

students with autism during virtual

instruction, including the digital

tools and resources critical to

teaching online through

synchronous learning, often

supported via video chats and

asynchronous learning.

Transferring the structure and

layout of a traditional, brick-and-

mortar to an online format proved to

be a challenge worth figuring out.

Immediately, my first step to

support my students was to create

a central hub where


65

announcements, assignments, and

tasks could be referenced. In effort

to achieve this, I utilized the

wonderful Google Classroom

application, provided by my school

district. In my own Google

Classroom, I assigned videos to

watch and assignments to

complete. In considering my

students with autism, I kept

directions direct and concise, with

appropriate supportive images.

The two video chat platforms

I would utilize to connect with and

see students were Google Meet and

Zoom’s video chat capabilities. With

these systems, there is a learning

curve, but it is mostly

straightforward and help is easily

found. Both of these platforms had

a chat box available for the teacher

to limit or enable for all. This also

made it personally easier for me to

share and paste links to specific

content or lessons we were

learning. However, in effort to

reduce distractions and difficulties,

I personally kept this to a minimum

and would opt to share my screen.

If you can imagine or are familiar

with this kind of instruction,

teaching with a single monitor was

limiting and at times, overwhelming.

Because of this and to better teach

my students, I would encourage the

usage of two monitors.

Google Calendar is a reliable

application I used teaching through


66

the pandemic. This application

supported my students with ASD as

it would give reminders and

notifications of upcoming meetings

with me or their mainstreaming

teachers, even their other specialist

teachers, such as their occupational

or therapists. It helped me and my

students to organize assignments

and upcoming video meetings were

needed to be aware of.

Another strategy I enjoyed

implementing was project-based

learning. Instead of assigning

multiple quizzes and tests for

students to complete, or essays to

write, I would grant them freedom in

choosing how they expressed what

they learned. They could choose to

write an essay, poem, script, skit,

create a (digital) poster, video,

song, PECS arrangement, etc. This

was a feature I was grateful to

provide and experience its

effectiveness through the online

challenges.

Turning on subtitles or closed

captioning (CC) in a traditional

classroom setting is my default

strategy, but it was especially

important when teaching online. It

can be easy for students on the

spectrum to feel overwhelmed and

follow along to videos without

subtitles. The subtitles reinforced

the video’s audio and allowed for

understanding of the content.


67

Another valuable resource I

relied on teaching online would be

Google’s whiteboard application,

Jamboard. Within Jamboard and

considering my population with

autism, I ensure I would utilize their

various color options to separate,

magnify, or highlight different topics

or numbers. It was my favorite tool

in teaching math as I would present

my screen to the Jamboard we were

working on and I would open to the

same screen on my phone. I found

it easier to use a phone stylus and

draw/write on my phone than the

finicky mouse cursor system.

Recommended from Bruno (2021), the following strategies are to

support students in distance learning:

o “Allow students extra time to respond

o Frequently check for understanding

o Use Google assignments to monitor students’ progress

o Use polls to check if students need additional time

o Record lessons and make them available directly after the lesson.

o Have a lot of empathy!

o Language Translation software (Google Translate) - Great for ELL

o Text to speech tools (Audio Books with text)


68

o Use multimedia tools like Canva

o Create interactive quizzes like a Kahoot!

o Record yourself teaching a lesson with a Screencast

o Create curated Google docs that connect and link to other

resources that students can always reference

o Embed videos in your lessons from Khan Academy and YouTube”

(p. 49, 5

69

SUPPORTIVE RESOURCES

The following are recommended resources for teachers, specialists,

parents, families, and students with autism. They include various books,

storybooks, blogs, podcasts, websites, YouTube channels, and other

supportive resources.

RESOURCES FOR EDUCATORS/PARENTS

o BLOG: Autism Speaks Blog (https://www.autismspeaks.org/blog)

o BLOG: Alicia Trautwein’s "The Mom Kind”

(https://www.themomkind.com/category/autism/)

o BLOG: Ethan Hirschberg’s “The Journey Through Autism”

(https://www.thejourneythroughautism.com/blog)

o BOOK: “Navigating Autism: 9 Mindsets for Helping Kids on the

Spectrum” by Temple Grandin

o BOOK: “Uniquely Human: A Different Way of Seeing Autism” by Barry

M. Prizant

o BOOK: “Women and Girls with Autism Spectrum Disorder:

Understanding Life Experiences from Early Childhood to Old Age” by

Sarah Hendrickx

o BOOK: “Understanding Children with Autism Spectrum Disorders:

Educators Partnering with Families” by Michelle Rosen Haney

o RESOURCE KIT: Autism Speaks’ “School Community Tool Kit”

(https://www.autismspeaks.org/tool-kit/school-community-tool-kit)

70

o PODCAST: BBC’s “Word of Mouth”

(https://www.bbc.co.uk/programmes/b006qtnz)

o PODCAST: Talk About Curing Autism’s (TACA) “Moving Autism

Forward” (https://tacanowblog.com/category/podcasts/)

o PODCAST: “The Autism Show”

(https://itunes.apple.com/us/podcast/the-autism-show-autism-

podcast-radio/id912233805?mt=2)

o PROJECT: National Autism Center’s “National Standards Project”

(https://www.nationalautismcenter.org/national-standards-project/)

o TEACHING RESOURCE: “The Autism Helper” Teachers Pay Teachers

(TPT) (https://www.teacherspayteachers.com/Store/The-Autism-

Helper)

o TEACHING RESOURCE: “Autism Classroom” Teachers Pay Teachers

(TPT) (https://www.teacherspayteachers.com/Store/Autism-

Classroom)

o WEBSITE: Autism Speaks (https://www.autismspeaks.org/)

o WEBSITE: Autism Society (http://www.autism-society.org/)

o WEBSITE: National Autism Center

(https://www.nationalautismcenter.org/about-nac/)

o YOUTUBE: “Autism Teaching Strategies”

(https://www.youtube.com/user/ATStrategies)

o YOUTUBE: “Coming Home to Autism”

(https://www.youtube.com/c/ComingHometoAutism/about)

o YOUTUBE: “FatheringAutism”

(https://www.youtube.com/c/FatheringAutismVlogs)

71

RESOURCES FOR STUDENTS W/ASD

o ANIMATED SERIES: “Hero Elementary”

(https://pbskids.org/heroelementary/)

o BOOK: “Feelings and Dealings: Color My Emotions: An SEL Coloring

Book to Build Emotional Intelligence, Social Skills, and Empathy” by

Camille Childs

o BOOK: “Social Skills Activities for Kids: 50 Fun Exercises for Making

Friends, Talking and Listening, and Understanding Social Rules” by

Natasha Daniels

o BOOK: “Me and My Feelings: A Kids' Guide to Understanding and

Expressing Themselves” by Vanessa Green Allen

o TIKTOK: Nicole Parish—Advocate diagnosed w/ASD

(https://www.tiktok.com/@soundoftheforest?)

o TIKTOK: Alex Pearson—Advocate diagnosed w/ASD

(https://www.tiktok.com/@actually___alex?)

o YOUTUBE: Social Story Search Results

(https://www.youtube.com/results?search_query=social+story)

o YOUTUBE; “Autism Calming Sensory: Relaxing Music”

(https://www.youtube.com/watch?v=DlnYANIVslc)

72

CONCLUSION

“If you’ve met one person with autism, you’ve met one person with autism.”

—Dr. Stephen M. Shore

The quote above is most essential when seeking out strategies and

supports to best instruct our populations with autism spectrum disorder.

Although wise to explore various approaches, methods, EBPs, practices,

and strategies, it is imperative to regularly reflect on the particular

student(s) we are teaching. Recall that one major diagnosis of autism

does not grant a one-size-fits-all model in one’s processing and

learning of subject matter. Refrain from allowing this label to define your

student(s) as this often limits their best potential. Likewise, consider that

what may support a student with ASD in one subject or level does not

guarantee automatic transfer to other areas. Additionally, children at the

primary level are growing at such rapid rates, expect these constant

developments and changes to affect how they learn and in what way

they express their learning. In presuming competence and teaching to

students’ strengths, educators will continue to change the lives of our

students with autism forever.

73

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Aydin, O., & Diken, I. H. (2020). Studies comparing augmentative and

alternative communication systems (AAC) applications for individuals

with autism spectrum disorder: A systematic review and meta-

analysis. Education and Training in Autism and Developmental

Disabilities, 55(2), 119-141.

Bertsch, K. M. (2002). A comparison of one-to-one and small group

instruction for young children with autism: Focus on effective teaching

and behavior management (Order No. 3077372). Available from

ProQuest Dissertations & Theses Global: The Humanities and Social

Sciences Collection. (305501301).

Bruno, M. (2021). Distance Learning and Special Education: Exploring Equity

& Compliance. California State University San Marcos.

Centers for Disease Control and Prevention (CDC). (2021, December 3).

Data & statistics on autism spectrum disorder. Center for Disease

Control (https://www.cdc.gov/ncbddd/autism/data.html)

https://www.cdc.gov/ncbddd/autism/data.html

https://www.cdc.gov/ncbddd/autism/data.html

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Flannery, Kathleen A, & Wisner-Carlson, Robert. (2020). Autism and

Education. Child and Adolescent Psychiatric Clinics of North America,

29(2), 319–343.

Javed, S. (2019). Functions of challenging behaviors and strategies utilized

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Laurent, Amy, BS, OTR, Rubin, Emily & MS, CCC-SLP. (2004). Challenges

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