Strategies & Methods for Parents of Children with Autism 

 

Team members including parents select intervention strategies, techniques, and methodology based on the: 

• Developmental level of the child 
• Child’s learning style, strengths, and needs 
• Skill or task to be learned. 

 

The following strategies and intervention approaches may be considered when developing personalized programs for young children with autism: 
• Incidental Teaching 
• Normalization and Developmentally Appropriate Practice 
• Naturalistic Teaching Strategies 
• Developmental, Individual Differences, Relationship-Based Approach (DIR) 
• Family-Guided Routines-Based Intervention 
• Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) Strategies 
• Applied Behavior Analysis and Discrete Trial Training 
• Positive Behavioral Supports 
• Assistive Technology 
• Sensory Intervention Plans 
• Verbal Behavior 

 

 

 

 

 

Early Childhood Students:

Infants and Toddlers:

• share books together with your son or daughter

• reading helps your child’s language development and listening skills

• read for short periods of time

• point and name objects as you read

• make reading a fun activity

• If your child likes routine, try reading his/her favorite book to help move from one task to another

Here are some things parents can try:

·       Borrow books from the library that have photos and drawings of babies and people's faces. This can help your child recognize emotions.

·       Read the same story again and again. The repetition will help him/her learn language.

·       Read aloud. Talk about the pictures and read the text.

·       Find books that have lots of repetition of phrases. Also find books with rhymes. Softly clap your hands and help your baby clap along to the rhythm.

·       Find books that have buttons your child can press that have sounds.

 

Preschool and school-age children:

Remember, when you read to your child often and combine reading time with cuddle and play time, your child will link books with fun times together.

Here are some things you can try:

·       Sit on the floor next to your child.

·       Read aloud. Talk about the pictures and read the text.

·       Find books on topics that interest your child, such as books on animals or sports.

·       Find books that have buttons to press that make sounds. Borrow library audio books that your child can start or stop by pressing a button.

 

More specific strategies and methods

Regulate Sensory Input

According to Psychology Today, most people with autism also suffer from sensory processing disorder. This disorder affects an individual's ability to filter out extraneous sensory information, such as other kids talking or a dog barking outside or a strange smell. Additionally, it can lead children to perform some of the stereotypical repetitive behaviors, such as hand flapping, rocking, and spinning, that characterize the behavior portion of the autism diagnostic criteria. This over- and under-sensitivity can make it very difficult for a child with autism to focus on any task, including learning to read.

The following ideas can help a child regulate his or her sensory system and focus on reading:

• Work on reading in a quiet, sensory-neutral space. Choose a dimly lit room with no posters or artwork on the walls. Sit on the floor together to work, and speak in a quiet voice.

• Try to identify whether the child is dealing with over-stimulation, under-stimulation, or a combination of both. An occupational therapist can suggest tools, such as weighted vests, vibrating pencil grips, chewies, and other products to help the child focus on learning.

• Many children learn better when they are moving. If it's available, try working with the child as he or she sits on a platform swing. Another great option is a rocking chair. The movement may help the child attend to the reading.

• Take frequent breaks to provide the sensory stimulation the child craves. For instance, work on reading for ten minutes and then have a five-minute sensory break. Although it may seem counter-intuitive to interrupt work time so often, you may find that the child makes much better progress this way.

 

 

Choose the Right Materials

Standard reading textbooks and curriculum may be great for typical learners, but children on the autism spectrum may not learn in the typical way. For instance, according to a study by the Penn State College of Medicine, the majority of children on the autism spectrum have strong visual perception skills. However, each child is different. For some kids with autism, visual learning is a significant challenge. These kids may have a strength in kinesthetic or auditory learning. The key to teaching reading to children with autism is to identify a child's preferred learning style and use materials designed for that style. If you're uncertain about where the child's strengths lie, you can try several different alternative learning products.

These companies specialize in learning materials for children with autism:

• Reading Mastery, a product of the textbook company McGraw-Hill, has a devoted following in the education profession.

• PCI Education offers reading materials for verbal and non-verbal students with autism.

• Special Reads is a program designed for children with Down's Syndrome, but the manufacturer says it is also very effective for children with autism.

 

 

Use the Child's Interests 

Special areas of intense interest, such as trains, timetables, math facts, or trading cards, can be a great source of joy for individuals on the autism spectrum. These special interests are also an excellent opportunity to capture a child's attention.

Try these ideas for capitalizing on that intense interest as you work on reading:

 

• For new readers, gather up several objects related to the area of interest. For each object, write the first letter of its name on a card and tape the card to the toy. Each time the child wants the object, ask him or her what letter it starts with. From there, move on to labeling the object with the entire word.

• Write a short, informational story about the child's special interest. Include a few facts the child may not already know, as well as many reassuringly familiar details. Work with the child to read this story.

• Choose books that focus on the child's interest. For instance, if the child loves weather, use books on storms or cloud types to work on reading.

• Reward progress with objects or information related to the special interest. For instance, once the child has learned ten sight words, he or she may pick a new trading card.

 

 

 

 

 

 

 

Dr. Marion Blank’s programs teach children how to speak and communicate

by tapping into the unique way the brain develops in children with autism. 

“Typically developing kids learn to speak first and then to read.

And their ability to speak helps them learn how to read. The converse

is true for kids with ASD,” says Bradley Peterson, MD, director of the

Division of Child & Adolescent Psychiatry at Columbia University

College of Physicians & Surgeons.

 

 

 

 

 

 

 

 

Middle Childhood Students:

Verbal Behavior Therapy 

Verbal Behavior Therapy teaches communication using the principles of Applied Behavior Analysis and the theories of behaviorist B.F. Skinner. By design, Verbal Behavior Therapy motivates a child, adolescent or adult to learn language by connecting words with their purposes. The student learns that words can help obtain desired objects or other results. Therapy avoids focusing on words as mere labels (cat, car, etc.) Rather, the student learns how to use language to make requests and communicate ideas. To put it another way, this intervention focuses on understanding why we use words.

Verbal Behavior Therapy focuses on four word types. They are:

·       Mand. A request. Example: “Cookie,” to ask for a cookie.

·       Tact. A comment used to share an experience or draw attention. Example: “airplane” to point out an airplane.

·       Intraverbal. A word used to answer a question or otherwise respond. Example: Where do you go to school? “Castle Park Elementary.”

·       Echoic. A repeated, or echoed, word. Example: "Cookie?" “Cookie!” (important as the student needs to imitate to learn)

 

Verbal Behavior Therapy begins by teaching mands, or requests, as the most basic type of language. For example, the individual with autism learns that saying "cookie" can produce a cookie. Immediately after the student makes such a request, the therapist reinforces the lesson by repeating the word and presenting the requested item. The therapist then uses the word again in the same or similar context. Importantly, students don’t have to say the actual word to receive the desired item. In the beginning, they simply need to signal requests by any means. Pointing at the item represents a good start. This helps the student understand that communicating produces positive results. The therapist builds on this understanding to help the student shape the communication toward saying or signing the actual word. Most programs involve a minimum of one to three hours of therapy per week. More-intensive programs can involve many more hours. In addition, instructors train parents and other caregivers to use verbal-behavior principles throughout the student’s daily life. Reports suggest that Verbal Behavior Therapy can help both young children beginning to learn language and older students with delayed or disordered language. It likewise helps many children and adults who sign or use visual supports or other forms ofassisted communication. Skinner published Verbal Behavior in 1957 to describe his functional analysis of language. In the 1970s, behavior analysts Vincent Carbone, Mark Sundberg and James Partington began adapting Skinner’s approach to create Verbal Behavior Therapy. Since 1982, the Association for Behavior Analysis International has published the annual, peer-reviewed journal The Analysis of Verbal Behavior. Many small studies have supported the effectiveness of Verbal Behavior Therapy 

 

 

Incidental Teaching 

Incidental teaching is used to increase communication from a person by waiting for the person to initiate conversation about a topic and then responding in ways that encourage more language from that person (Hart & Risley, 1968). For example, a child might request “want car.” The teacher might then ask the child whether he wants the blue car or the red one. The learner would then receive the car if he demonstrated more elaborate language by asking for the red one.

Incidental teaching procedures have been shown to be effective in increasing language in individuals with autism. For example, studies have shown increases specifically in the use of vocal communication in the following areas: peer interactions, polite/positive language, and spontaneous requests and comments.

In combination with other teaching methods, incidental teaching procedures are effective teaching procedures for increasing communicative language in individuals with autism.

Information from: ASAT (Association for Science in Autism Treatment) 

 

Other Strategies and Methods:

- Prepare as early as possible. Start thinking about the organizational and academic issues BEFORE transition to middle school, preferably in 4th or 5th grade.

- Organization issues are often one of the hardest parts of middle school for our kids. Ask the school if your child can have one notebook for all classes rather than a different notebook for each one. This notebook can have subject dividers with pockets between each class section.

- Individualize the class schedule.

- Getting homework assignments home with the correct books and notebooks can be a difficult task. To help solve this problem, we asked for an extra set of textbooks for home. You can have this included in the modifications part of the IEP. Or for the student who has trouble with bringing the right books to class, the school textbook can be kept in the classroom in a safe place designated by the teacher and accessible to the student.

 

 

 

 

 

 

 

 

This video depicts interviews of Parents of Autistic Children for

Families Advocating Autism Now (FAAN) in August 2012, in Eureka, Californina. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Adolescent Young Adult Students: 

Family Guided Routines-Based Intervention 

Family-guided routines based intervention is a systematic approach to embed intervention consistently by all family members and service providers throughout the day rather than in individual, isolated therapy sessions. Routines are functional events of daily living that offer opportunities to teach and practice meaningful skills in settings and situations as they are needed. By definition, they occur on a regular basis and are repeated frequently, offering multiple opportunities for teaching and learning. Family-guided routines are those functional and predictable activities that match the interests and individual schedules of the child and family. The family guides the selection of appropriate targets and contexts for intervention. Routines which are selected for intervention are predictable and positive for both the child and care provider to enhance the ease of use and the potential for positive outcomes.

The following basic steps help to ensure that service providers are working collaboratively with the family to support learning and development.
1. Identify the general schedule of the child’s and family’s day including typical
routines. Identify the family’s priorities and concerns relating to the child’s skills
and daily routines. Identify outcomes.
2. Select preferred daily routines. Consider the child’s strengths and needs as well
as the family’s strengths and needs.
3. Select intervention techniques to meet the outcomes. Build intervention
techniques and activities upon natural strategies used by care providers.
4. Discuss plans with service providers and implement strategies across
environments and activities.
5. Teach new strategies and model when appropriate.
6. Monitor progress, revise and adjust strategies, and gather feedback.

A schedule matrix which identifies the routines selected for embedding intervention, the outcomes to be targeted, and the strategies to use to support the child’s learning when the opportunity occurs is developed with the family and the service providers.

 

 

Incorporate Technology

Many parents and special education teachers find that computer programs can also be effective in teaching reading to children with autism. A study in the Journal of Autism and Developmental Disorders also reported that children with autism also seemed to get more enjoyment out of computer-based instruction in reading.

Consider one of the following reading programs for the computer:

• Click N' Read Phonics is a fun visual game that helps kids learn how the parts of words fit together.

• Computhera is specially designed to teach reading to children with autism.

 

 

More Strategies to Consider with Your Child:

- Extended Educational Programming

- Daily Schedules reflecting minimal unstructured time and active engagement in learning activities

- In-home and Community-Based Training or viable alternatives that assist the student with acquisition of social/behavioral skills

- Positive Behavior Support Strategies (PBS) 

 

Assistive Technology for Students with Autism 

 

 

 

 

 

 

 

 

 

 

 

GoTalk32+

Cost: $241.95

Purpose & Targeted Skills: The GoTalk 32+ features a 163 message capacity and a lightweight, rugged design. It includes all of the GoTalk features, with 32 keys (each recording up to 10 seconds) and five levels, giving you up to 27 minutes of recording time. Use three core message keys that stay the same on every level to avoid needing to re-record essential messages. You can also purchase GoTalk 4+, 9+, and 20+ depending on how many message keys you want the child to choose from. 

Measures 14.25" x 10" x 1.625" with built-in handle. Weighs 2 lbs. Two AA batteries included.

 

15" TouchWindow

Cost: $375 

Purpose & Targeted Skills: The TouchWindow provides a simple, low-cost way to achieve touch access—one of the most direct and natural ways for children to interact with the computer. This portable touch screen takes advantage of children's natural desire to reach out and touch what they see on the computer screen. They make selections, move objects, pull down menus and draw graphics, all with the touch of a finger! The TouchWindow is ideal for students who have trouble manipulating the mouse. It is especially effective with preschoolers and early learners, and is also recommended for students with developmental or physical disabilities.

Now the TouchWindow's increased software compatibility lets your students take advantage of even more programs. The TouchWindow for the Macintosh works with all Macintosh software, and the TouchWindow for Windows/DOS works with most Windows and DOS software that uses a mouse. 

 

Also available are a 17" TouchWindow and TouchWindow accessories such as a Styli and protective overlay sheets. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Easy Push Talking Pocket

Cost: $23.95

Purpose & Targeted Skills: 

The Easy Push Talking Pocket is the Talking Pocket with a large, easy-to-use push plate instead of a button. 
It is the perfect communication solution for any student, the Easy Push Talking Pocket is made of two parts: 

1.      Voice-Over: A single voice output device with 10 seconds of recording time.

2.      Pocket: A plastic pocket designed to hold the Voice Over in place.

How Does It Work? 

1.      Record and share clear messages just by pushing the button on the Voice-Over.

2.      Add your own PCS™, image, picture or photograph.

3.      Slip the Voice-Over into the Pocket and you've got your very own Easy Push Talking Pocket!

4.      Now, decide where you want to use it...

In the classroom? - Attach it to VELCRO® brand-receptive communication boards, displays, books and more. 

At home? - Carry it to and from school with the Talking Pocket Portable Carrying Case. 

On-the-go? - For easy transport, slip it into the Talking Pocket Wallet Carrier. 

Pocket accommodates 2.75" square picture.

 

 

 

 

 

Click HERE for more Online Learning Tools & Software! 

 

 

 

Last Updated August 4, 2014