Autism Internet Modules
Module List
Assessment and Diagnosis
Assessment for Identification
School personnel along with their parent partners struggle when addressing eligibility for special education services under the categorical label of "autism". This module will provide structures for conversations and hopefully provide some guidance to school teams.
Characteristics
Restricted Patterns of Behavior, Interests, and Activities
Individuals with autism spectrum disorder (ASD) have a need for things to stay the same, as demonstrated by their restricted patterns of behavior, interests, and activities. This module will define this core deficit area; describe and explain intense interests. routines and rituals, and repetitive motor behaviors; and give ways to use these patterns of behavior for positive change in persons with ASD.
Evidence-based Behavioral Interventions
Pivotal Response Training (PRT)
Pivotal Response Training (PRT) is a research-based model with the ultimate goal "to provide individuals with autism with the social and educational proficiency to participate in enriched and meaningful lives in inclusive settings" (Koegel, Koegel, Harrower, & Carter, 1999). This module describes the framework, how it can be implemented, teaching strategies across age levels, and the evidence base for PRT.
Evidence-based Classroom Interventions
Structured Work Systems and Activity Organization
Environments that provide clear expectations and predictable routines promote increased engagement and on-task behavior for individuals with ASD. Work systems are often part of these environments. This module will define structured work systems and provide specific examples for use.
Visual Supports
Research has shown that individuals with ASD demonstrate strength in visual learning. Visual supports organize a sequence of events, enhancing the student's ability to understand, anticipate, and participate in those events. This module will define visual supports and provide specific examples of their use.
Evidence-based Communication Interventions
Picture Exchange Communication System (PECS)
According to the developers of PECS, it is a behaviorally based intervention that teaches the learner to use visual-graphic symbols to communicate with others (Bondy & Frost, 1994; Frost & Bondy, 2002). This module will provide information on this augmentative and alternative communication system.
Evidence-based Social Skills Interventions
Peer-Mediated Instruction and Intervention (PMII) for Children with Autism Spectrum Disorders
Social impairment is perhaps the single most defining feature of ASD. Peer-mediated instructional approaches can address social concerns. This module will explain peer-mediated instruction and intervention and provide concrete examples and steps for implementation.
General Interventions
Home Base
Daily life is full of stress and anxiety that requires regulation of our emotions. Individuals with ASD have difficulty regulating their emotions. This module will define Home Base, a strategy that may prove helpful. Specific examples for use across settings and age groups will be provided.
Supporting Successful Completion of Homework for Individuals with ASD
This module discusses challenges that individuals with ASD face with regard to homework. It provides some strategies and tools to address unique challenges with organization, sensory needs, and academic differences. Tools are provided.
The Incredible 5-Point Scale
Many individuals with autism spectrum disorder struggle with social skills and knowing how their behavior affects others. This module explains The Incredible 5-Point Scale (Dunn-Buron & Curtis, 2003), a visual representation of a social behavior, an emotion, or an abstract idea, and how it can support persons with autism.
Transitioning Between Activities
Transitions occur frequently, requiring individuals to stop an activity, move from one location to another, and begin something new. This process is difficult for individuals with ASD. This module will define transition strategies and provide specific examples that can be used as models.
Transition Services and Supports
Preparing and Supporting Individuals with ASD to Obtain and Sustain Employment
Research has shown poor employment outcomes for individuals with autism. This module explains strategies to support persons with autism in the transition process from school to employment so they have an opportunity for a better outcome.
Social Supports: The Next Chapter Book Club, Community Connections, Friendship Connections, Service Learning, and Aspirations
This module will explore social program models designed to address the specific needs of transition-aged individuals with ASD and their families. It will highlight some examples available in Ohio.