The Basics of Autism Spectrum Disorders

Training Series

Regional Autism Advisory Council of

Southwest Ohio (RAAC-SWO)

RAAC Training Committee 2011

Training Series ModulesModule One: Autism Defined, Autism

Prevalence and Primary CharacteristicsModule Two: Physical Characteristics of AutismModule Three: Cognition and Learning in

AutismModule Four: Getting the Student Ready to

LearnModule Five: Structuring the Classroom

EnvironmentModule Six: Using Reinforcement in the

Classroom

Training Series ModulesModule Seven: Autism and Sensory

DifferencesModule Eight: Sensory in the ClassroomModule Nine: Communication and AutismModule Ten: Communication in the ClassroomModule Eleven: Behavior Challenges and

AutismModule Twelve: Understanding Behavior in

Students with Autism

Training Series ModulesModule Thirteen: Social Skills in the School

EnvironmentModule Fourteen: Functional Behavior

AssessmentModule Fifteen: Working Together as a TeamModule Sixteen: Autism and Leisure Skills to

TeachModule Seventeen: Special Issues of

Adolescence Module Eighteen: Safety and AutismModule Nineteen: Special Issues: High School,

Transition, and Job Readiness

Training Series ModulesModule Twenty: Asperger Syndrome: Managing

and Organizing the EnvironmentModule 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.