The Basics of Autism Spectrum Disorders Training Series Regional Autism Advisory Council of Southwest Ohio (RAAC-SWO) RAAC Training Committee 2011

Training Series Modules Module One: Autism Defined, Autism Prevalence and Primary Characteristics Module Two: Physical Characteristics of Autism Module Three: Cognition and Learning in Autism Module Three: Cognition and Learning in Autism Module Four: Getting the Student Ready to Learn Module Five: Structuring the Classroom Environment Module Six: Using Reinforcement in the Classroom

Training Series Modules Module Seven: Autism and Sensory Differences Module Eight: Sensory in the Classroom Module Nine: Communication and Autism Module Ten: Communication in the Classroom Module Eleven: Behavior Challenges and Autism Module Twelve: Understanding Behavior in Students with Autism

Training Series Modules Module Thirteen: Social Skills in the School Environment Module Fourteen: Functional Behavior Assessment Module Fifteen: Working Together as a Team Module Sixteen: Autism and Leisure Skills to Teach Module Seventeen: Special Issues of Adolescence Module Eighteen: Safety and Autism Module Nineteen: Special Issues: High School, Transition, and Job Readiness

Training Series Modules Module Twenty: Asperger Syndrome: Managing and Organizing the Environment Module Twenty-One: Asperger Syndrome: Addressing Social Skills

Cognition and Learning in Autism There is a wide range of cognitive ability. Intellectual Disability Gifted

Big Idea Students with autism can learn. It is up to us to figure out the best way to teach them.

Strategies for Learning Differences Many students with autism understand better by seeing than hearing something. When possible, use a picture or written words. Actual objects mean more than photographs or line drawings for some. They may have great memory for numbers, facts, directions, but they may have a hard time retelling events. Use pictures or reminders to help remember past events.

Strategies for Learning Differences Skills learned in one place may not be used in a new place. May have to teach the skill in each place it is used. The student may not learn by watching others. We may have to teach them by going through each step. A list of steps can be helpful for some tasks.

Strategies for Learning Differences It might take longer for them to think through what was said before they are able to respond. Give them time. They might not even see why they should respond. Prompt them to respond. Some days it may be harder to concentrate or the student may be more stressed making it harder to think and learn.

Big Idea Visuals help with learning. This can be objects, pictures, or written words.